Plurilingual Families and Monolingual Education PDF

Plurilingual Families and Monolingual Education Keywords: Family Language Policy, Communication between families and schools A short Introduction on Family Language Policies and how they affects the communication between schools and plurilingual families **General information** Family language p...

Plurilingual Families and Monolingual Education Keywords: Family Language Policy, Communication between families and schools A short Introduction on Family Language Policies and how they affects the communication between schools and plurilingual families **General information** Family language policy (FLP) refers to the explicit and implicit strategies, practices, and ideologies that families adopt regarding language use, choice, and transmission within the home environment. It encompasses decisions on which languages to speak, how to maintain and develop these languages, and the attitudes towards bilingualism or plurilingualism. FLP plays a crucial role in shaping children\'s linguistic development and maintaining heritage languages, especially in plurilingual and immigrant households. However, FLP often comes into tension with the monolingual norms, or the \"monolingual habitus,\" of formal schools, which predominantly favor the dominant social language. Schools\' preference for a single language can undermine the bilingual or plurilingual goals set by families, leading to challenges like for example causing identity conflicts for children, impacting students\' educational experiences, and potentially causing miscommunication and misunderstanding between educators and parents. In this regard, understanding family language policies is crucial for school staff for several reasons, as it can significantly enhance their ability to support students needs and provide tailored educational strategies; It can also lead to better and more effective communication with families and most importantly boost students and families to develop a stronger feeling of belonging to the school community. **Aim** The primary aim of this module is to raise awareness on FLP. It offers a comprehensive overview on FLP and also provides examples of plurilingual families, primarily derived from interviews with parents, illustrating diverse linguistic trajectories and the varying social status of languages within families. These real-world examples are complemented by references to current scientific research and studies, offering a short theoretical framework. To facilitate practical application, the module features quizzes and a practical case study to solve, allowing educators to reflect on their own experiences with plurilingual students and families as well as to test and expand their knowledge on multilingualism. **Pedagogical information** In this chapter, you will learn more about: What is FLP and have a stronger awareness on the dynamics of languages and cultural diversity among families - Better understand different challenges and needs of plurilingual students and their families due to their different backgrounds and divers ways of dealing with their languages and cultures Raise your awareness on the lower social status of some languages and how this boosts a process of othering among students and families Raise your awareness on the importance of the Social/school Language Perceived by Parents Understand the tension between FLP and how schools usually implements monolingualism as a norm -- how this affects students and the communication between schools and families **What is FLP** The Spolsky model of family language policy (FLP) is a framework that examines how families navigate and implement language practices (1), language ideologies (2), as well as the language management (3) within their households. This model is crucial for understanding the dynamics of multilingual families and how they maintain or shift their linguistic practices over generations (Spolsky 2004). **Family Language Practices (examples)** Family language practices refer to the actual language usage patterns within the family. These practices encompass daily interactions, communication routines, and the contexts in which specific languages are used. **For example**, a family might speak Russian at home but switch to French for external communication. When a family only uses their heritage language at home, some family members might not learn the community language, while others may become bilingual. Immigrant families often navigate multiple languages, including their heritage language, the language of their country of residence, and perhaps a third language of wider communication. For example, a Somali family in Sweden might use Somali at home, Swedish and English for public life and communication. Children in such contexts often become adept at code-switching and translanguaging, using their linguistic repertoire fluidly across different domains. In another scenario, a mother born in Morocco and raised in Italy who immigrated with her children to Germany might speak Italian to the children at home, resulting in the heritage language, Moroccan Arabic, almost disappearing from everyday family life. This highlights the complexity and fluidity of family language practices, where the need to adapt to new environments and integrate into different cultures influences which languages are maintained, modified, or diminished in daily use. As noted by King, Fogle, and Logan-Terry (2008), \"language practices are the tangible reflection of language ideologies and management decisions within the home\". **Language Ideologies and Maintenance** Language ideologies involve the beliefs, values, and attitudes that family members hold about different languages. These ideologies influence which languages are prioritized and how they are perceived within the family context. According to Spolsky (2004), \"ideologies are often covert, unarticulated, and implicit, yet they critically shape language choices and usage\". In this regard, a family may believe that maintaining the heritage language is essential for preserving cultural identity, leading them to encourage its use at home despite the dominance of another language in the broader society. **Example:** Kurdish families in diaspora navigate a complex linguistic landscape, often incorporating multiple Kurdish dialects (such as Kurmanji, Sorani, and Zazaki), Turkish, and Arabic into their daily lives. In her studies \"Der Klang der Ungleichheit\" (The Sound of Inequality 2014,2022,), Katharina Brizic highlights the intricate roles and statuses of these different languages among kurdish families, showing how they are not just a matter of practical communication but intricately tied to issues of identity, cultural preservation, social status, and intergenerational communication. One of the crucial roles of these languages is the transmission of orally preserved collective memories. Stories, songs, proverbs, and historical narratives are passed down in Kurdish, maintaining a strong connection to the Kurdish heritage. This oral tradition is essential for reinforcing a sense of community and shared history, particularly in a diaspora context where cultural identity might be at risk of dilution. Brizic details how parents and elders take active roles in narrating historical events, cultural stories, and familial anecdotes in Kurdish, ensuring that younger generations remain connected to their roots. At the same time, she argues that the rich oral traditions foster a robust linguistic environment that enhances overall language skills**. These practices not only preserve cultural heritage but also develop cognitive abilities, such as memory, attention, and narrative structuring, which are transferable to learning new languages such as the dominant school languages establishing a strong linguistic foundation**. (Brizic 2022) **Language Management - when challenges appear** Language management refers to the explicit strategies and policies that families implement to guide language use. This can include setting rules about which languages are spoken in different situations, enrolling children in language classes, or creating opportunities for language exposure. Schiffman (1996) highlights that \"management involves deliberate efforts to influence language behavior and use, often through policy decisions\". **Examples:** In some families, children grow up speaking two languages from birth, using each language in distinct contexts. For example, a child may speak Spanish with their mother and English with their father (one person -- one language). This balanced exposure can lead to high proficiency in both languages, supporting cognitive flexibility and cultural competence. Other families might introduce a second language later in childhood. For instance, a family speaking Mandarin or Italian at home might introduce the second language when the child starts school. This sequential approach can initially challenge the child, so there is a need for tailored support in order to achieve proficiency in both languages. Many parents might also decide that their children attend a community based language school to maintain proficiency in their heritage language. However, the most challenges and problems appear when **there is no strategy or awareness about language management in the family.** Studies have shown that in the absence of a deliberate language policy, children may struggle to achieve proficiency in either their home language or the school language upon entering primary school. For example, a study by Cummins (2001) indicates that children in plurilingual families without consistent language practices often exhibit lower levels of linguistic competence in all their languages. This can occur when families mix languages without clear patterns or fail to provide sufficient exposure to each language, leading to confusion and limited vocabulary in both languages. In such scenarios, children might face significant challenges in academic and social settings, as their limited proficiency in the school language can hinder their ability to follow lessons, interact with peers, and perform well academically. Addressing these issues requires increased awareness among parents about the importance of structured language management and the provision of resources and support systems to help families implement effective language strategies. Such support for parents is very often missing in educational settings. ### Different Social Status of Languages within Families Plurilingual trajectories within families that bring multiple languages from their country of origin, such as Roma families, can be also very rich and complex due to the varying social statuses and functions of these languages. The plurilingual trajectory of a Roma family from Romania living in Germany illustrates the intricate interplay of multiple languages with differing statuses. At home, the family speaks Romani, an orally transmitted language that serves as a vital link to their cultural heritage and identity. Within the household and community, Romani holds a primary position, fostering a sense of belonging and continuity. In their everyday life in Germany, the family navigates the dominant language, German, which the children learn in school and use in public and professional settings. Romanian, the family\'s language of origin, retains a significant, albeit secondary, role. It is used for communication with relatives and friends in Romania, maintaining connections to their homeland. For the children born in Germany Romanian is mostly provided as a common cultural heritage in the family, but children usually don't actively learn to speak and use the language. However, due to the lower social status often associated with Romani, Roma children and families sometimes feel ashamed of their language. This stigma can lead to a reluctance to use Romani, impacting its transmission to younger generations. The social pressures and discrimination faced by Roma communities contribute to this sentiment, complicating their linguistic and cultural preservation efforts. A study by Kyuchukov (2018) highlights these challenges, showing how negative societal attitudes towards Romani influence language use among Roma children and their families. This further affects their general feeling of well-being, potentially followed by a stronger process of othering. ### Importance of the Social Language Perceived by Parents Parents often perceive the social language as crucial for their children\'s success in society. Proficiency in the social language can open doors to better educational opportunities, career prospects, and social integration. This perception leads many parents to support both the maintenance of the home language and the acquisition of the social language. For example, a Korean family in the United Kingdom might enroll their children in English language classes and encourage extensive reading in English, while still fostering Korean through conversations and cultural activities at home. However, despite recognizing the importance of the social language for their children\'s future success, some parents might not learn it themselves and thus do not serve as role models in this regard. This situation can create a disconnect, as children may not feel the higher relevance of learning the social language. At the same time, there are instances when parents decide to give up their home language in favor of the dominant social language. A notable example of this occurred in the 1990s when Russian Germans returned to Germany. They were often advised to abandon Russian and solely use German to ensure better integration and success for their children. As a result, many children of that era grew up with limited proficiency in Russian, often retaining only a child-level understanding of their heritage language. This decision, while well-intentioned at the time, has led to a sense of regret among those children, now adults, who feel a strong desire to reconnect with their cultural roots. (Dietz, 2006). ***Transformation and Development*** ***Path*** The plurilingual trajectories within the families are not static; they evolve as children grow and their social networks expand. Early childhood might see a dominance of the home language, but as children enter school, the societal language may become more prevalent. Adolescence and adulthood might bring a resurgence of the home language as cultural identity becomes more pronounced. This dynamic interplay of languages at home contrasts sharply with the often rigid monolingual expectations of the school environment, creating a complex but enriching bilingual or plurilingual development path (Wei, 2011). At the same time, Garcia (2009) highlights the importance of flexible bilingualism, or \"translanguaging,\" where multiple languages are used fluidly within the home. She asserts, \"Translanguaging practices in families support children\'s full linguistic repertoire and foster cognitive and academic development.\" Such an approach acknowledges and leverages the dynamic use of languages, recognizing the benefits of plurilingualism in children\'s overall growth. **Example:** For instance, in a plurilingual family where Bulgarian and French are both spoken, a child might use Bulgarian to discuss complex emotional topics with their parents while using French for school-related tasks. This fluid use of languages allows the child to express themselves fully and effectively in different contexts, leveraging their complete linguistic abilities rather than being constrained by artificial language boundaries. **Another example:** In some plurilingual families, children often play a crucial role in navigating between the home language(s) and the social or community language(s). One illustrative example involves children translating for their parents from the social language (e.g., German, French, Spanisch, Swedish, Greek...) to the home language. These children act as linguistic mediators, interpreting documents, conversations, and other interactions that require proficiency in the social language. Within their families, they are seen as experts and take on significant responsibilities, demonstrating high levels of linguistic competence and confidence. However, in the school environment, these same children may be viewed through a deficit lens, where their proficiency in the social language is assessed against monolingual standards, often highlighting gaps rather than strengths. **The tension between FLP and the monolingual habitus at school** The monolingual habitus refers to the institutional tendency to favor a single dominant language, often the national or official language, in educational settings. Ingrid Gogolin\'s seminal work on the monolingual habitus illustrates how educational systems, often unconsciously, perpetuate a dominance of a single language, sidelining multilingual realities and reinforcing linguistic inequalities (Gogolin, 1994). For example, children who navigate monolingual habitus at school and plurilingual practices at home often face significant conflict and stress. The pressure to prioritize the school\'s dominant language can undermine their confidence in their home language and heritage, leading to potential identity crises and reduced academic performance. (Cummins, 2000; García, 2009). Refugee children, in particular, encounter unique challenges within the monolingual educational framework. Many of them arrive in their host countries with limited proficiency in the dominant language. The expectation to quickly adapt and excel in a new language can be overwhelming, leading to stress and anxiety. Cummins (2000) also highlights that \"students who feel that their identity and home language are devalued in school are less likely to engage fully and perform well academically.\" For example, a refugee child who speaks Arabic at home may feel embarrassed to speak English in front of the class due to their accent. This fear of ridicule or judgment can inhibit their willingness to participate, further hindering their language development and academic progress. - **The monolingual habitus and the communication between schools and plurilingual families** The monolingual habitus also affects the communication between schools and plurilingual families. For instance, a Somali mother might avoid attending parent-teacher conferences because she fears that her limited Swedish or English skills will be judged. As a result, important information about her child\'s progress and needs may not be communicated effectively, creating a gap in support that the child requires. Parents might also fear that their children are unfairly graded due to biases against their plurilingual and migrant background. Studies have shown that teachers\' perceptions and expectations can be indeed influenced by a student\'s language proficiency and ethnic background, potentially leading to lower grades and fewer opportunities for academic advancement (Cummins, 2000; Gándara & Rumberger, 2009). The tension between FLP and the monolingual habitus can also create stress for both parents and schools, as they also navigate differing expectations. For instance, parents might be advised to prioritize the dominant language at home, even though they value the preservation of their heritage language. ### Different Status of Languages within the Educational system Within the monolingual frame of schools, languages also hold varying statuses, influencing their appreciation and integration. English and French, recognized as world languages, are commonly taught as foreign languages and are often considered prestigious. In contrast, migrant languages, though sometimes included as additional subjects, do not receive the same status or appreciation. This discrepancy extends to perceptions of multilingualism: bilingualism in English-German students is typically viewed positively, associated with cultural enrichment and cognitive benefits. Conversely, bilingualism in Arabic-German students can be perceived negatively, seen as a deficit or a challenge to integration. These differing perceptions reflect broader societal biases and affect educational policies and student experiences. As García and Wei (2014) note, \"Languages are positioned in a hierarchy of prestige and power, influencing how they are valued and integrated within educational systems\" (p. 56). Blackledge and Creese (2010) emphasize that \"the status of a language within an educational context often reflects wider social attitudes and prejudices\" (p. 74). Cummins (2000) highlights that \"bilingual students often experience differential treatment based on the languages they speak, which can affect their academic and social outcomes\" (p. 112). These insights illustrate how the perception and status of different languages shape educational experiences and opportunities for bilingual students. ### ### Addressing the Monolingual Habitus In this regard, addressing the monolingual habitus requires a shift in educational policies and practices to embrace linguistic diversity. Schools need to create inclusive environments where all languages and the plurilingual identity of the families are valued. This involves not only providing language support programs but also fostering an attitude of respect and appreciation for multilingualism and migrant languages as part of the educational environment. **References** - King, K. A., Fogle, L., & Logan-Terry, A. (2008). Family Language Policy. Language and Linguistics Compass, 2(5), 907-922. - Spolsky, B. (2004). Language Policy. Cambridge University Press. - Schiffman, H. F. (1996). Linguistic Culture and Language Policy. Routledge. - Gogolin, I. (1994). Der monolinguale Habitus der multilingualen Schule. Münster: Waxmann. - Brizic, K. (2006). The secret life of languages: The impact of linguistic-cultural capital on the academic achievement of children from migrant families. European Educational Research Journal, 5(4), 440-456. - Dietz, B. (2006). Ethnic German Immigration from Eastern Europe and the Former Soviet Union to Germany: The Effects of Migrant Networks. *European Journal of Population / Revue européenne de Démographie*, 22(3), 287-314. - **Wei, Li (2011).** \"Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain.\" *Journal of Pragmatics*, 43(5), 1222-1235. - Cummins, J. (2000). *Language, Power and Pedagogy: Bilingual Children in the Crossfire*. Multilingual Matters. - Cummins, J. (2001). **Bilingual children\'s mother tongue: Why is it important for education?**. *Sprogforum, 19*(7), 15-20. - García, O. (2009). *Bilingual Education in the 21st Century: A Global Perspective*. Wiley-Blackwell - Brizic, K. (2014). *Der Klang der Ungleichheit: Sprachliche Integration von Migrantenkindern aus bildungsbenachteiligten Familien*. \[Publisher\]. - Gándara, P., & Rumberger, R. (2009). Immigration, Language, and Education: How Does Language Policy Structure Opportunity? Teachers College Record, 111(16), 750-782. Quizzes and Questions Structure 20 Min. - Important aspects of FLP 10 min -4-5 - **How understanding FLP could affect your work? -- 2 -3 questions** - **Main beliefs and myths about multilingualism -- 5 -- 2 questions** Multiple Choice-Questions 1. **Which examples illustrate family language practices?** *(Select all that apply)* - A\) A family that uses different languages in different contexts - B\) Believing that a heritage language should be preserved - C\) Enrolling in community-based language schools - D\) Children translating for their parents from the social language to the home language - **Answer:** A) A family that uses different languages in different contexts D) Children translating for their parents from the social language to the home language 2. **How do children in multilingual contexts often become adept at managing multiple languages?** *(Select all that apply)* - A\) By using their linguistic repertoire fluidly across different domains - B\) By being exposed only to one language at a time - C\) Through practices such as code-switching and translanguaging - D\) By avoiding the use of their home language - **Answer:** A) By using their linguistic repertoire fluidly across different domains C) Through practices such as code-switching and translanguaging 3. **How do language ideologies influence family language practices?** - A\) By setting explicit rules about language use - B\) By shaping the beliefs and values about which languages are prioritized - C\) By determining the languages spoken at home - D\) By assessing children\'s proficiency in different languages - **Answer:** B) By shaping the beliefs and values about which languages are prioritized, C) By determining the languages spoken at home 4. **Which examples best illustrate language management in a bilingual family?** *(Select all that apply)* - A\) Using one language at home and another in public - B child learning a language at school without parental involvement - C\) A family setting rules about which languages are spoken in different situations - D\) Believing that the dominant social language is important for success - E\) A child being exposed to only one language at home - F\) Enrolling children in language classes to maintain the heritage language - **Answer:** C) Setting rules about which languages are spoken in different situations F) Enrolling children in language classes to maintain the heritage language 5. **What can happen when there is no strategy or awareness about language management in plurilingual families?** - a\) Children may achieve high proficiency in both languages - **b) Children may struggle with linguistic competence** - **c) Children may face academic challenges** - **d) Children may have limited vocabulary in both languages** **True or False** 1. **True or False: Effective language management can support cognitive flexibility and cultural competence in children.** - **True** 2. **True or False: Introducing a second language later in childhood is always detrimental to language proficiency.** - **False** 3. **True or False: A lack of deliberate language policy can lead to children having lower levels of linguistic competence.** - **True** 4. **True or False: The social pressures and discrimination faced by Roma communities can impact the transmission of Romani to younger generations.** - True 5. Oral traditions within Kurdish families, as detailed by Katharina Brizic, not only preserves cultural heritage but also enhances overall language skills and establishes a strong linguistic foundation for learning the dominant school language. 6. **True or False: Parents\' perception of the social language\'s importance can influence their support for both the home language and the acquisition of the social language.** - True 7. **True or False: Bilingualism in Arabic-German students is typically viewed positively and associated with cultural enrichment in the educational system.** - False 8. **True or False: The status of a language within an educational context often reflects wider social attitudes and prejudices.** - True **What roles do children in plurilingual families often play in terms of language mediation?** - a\) Acting as linguistic mediators for their parents. - b\) Teaching their parents the social language. - c\) Translating documents and conversations for their families. - d\) Only speaking the home language at home. - Correct answers: **a, c** **Why might children who are seen as language experts at home be viewed differently at school?** - a\) Their proficiency in the school language is assessed against monolingual standards at schools - b\) Their home language skills are often acknowledged in school settings. - c\) Teachers might not recognize the children\'s responsibilities and linguistic competence developed at home. - d\) Schools typically recognize and value their role as linguistic mediators; however this role has not been seen as relevant for student's educational success. Ca. 10 Min. **Part1** **Reflect on the following questions. Think of examples at your school. Write down some ideas or strategies which you are already using or want to try in your work.** **Describe the potential challenges plurilingual children might face in school** - if there is no deliberate language policy at home (no consistent language practices, mixing languages without clear pattern, no sufficient exposure to each language) - If parents don't speak the social language - If parents decide to give up their home language in favor of the dominant social language How understanding those challenges might influence your work with both students and parents? Think of concrete strategies on how to address their specific needs such as low language and educational development, lack of social integration, communication challenges etc. Compare at the end your answers with the possible answers provided below **Answers** [To 1 If there is no policy at home] Without sufficient exposure to each language, children may struggle with vocabulary, grammar, and comprehension. Inconsistent language practices can cause communication barriers between the child and peers or teachers. **Literacy and Language Awareness:** Children may not develop basic literacy skills such as an interest in books, reading, and storytelling. Additionally, they might not gain a solid overall language awareness, which includes understanding how to communicate with different people in various situations, expressing their own needs, setting boundaries, expressing emotions through words, and defending themselves. [If parents don't speak the social language] Children might lack help with homework or school projects if parents cannot understand the social language. Children might struggle to fit in with peers who speak the social language fluently, leading to social isolation. For example, a student, whose parents speak only Arabic, might be ashamed of inviting peers to play at home or parents don't dare themselves to invite other children at home. Children might be used as mediators and interpreters between the school and their families, taking on responsibilities that are inappropriate for their age. This additional burden can lead to stress and pressure, as they have to bridge the communication gap. Parents may find it challenging to communicate with teachers or understand school policies. The lack of parental involvement in the education process means children miss out on having a role model at home who understands and supports their academic journey. This lack of support can widen the gap between home and school. [If parents give up the home language]  **Cultural Identity:** Children might lose connection with their cultural heritage, leading to identity issues and a sense of loss. For instance, a student whose family stops speaking Russian at home might feel disconnected from their cultural roots.  **Language Proficiency:** Abandoning the home language can lead to incomplete language development, limiting the child\'s ability to communicate with extended family or community members. This incomplete development also influences the ability to learn additional languages. Research shows that strong proficiency in the home language can enhance the acquisition of a second language, as linguistic skills are transferable. A study by Cummins (2000) highlights that bilingual children with a solid foundation in their first language often perform better in acquiring a second language compared to those with weaker home language skills. [strategies:] By recognizing the challenges, educators will be more empathetic and effective in addressing the unique needs of plurilingual children **Communication** Teachers can adopt clearer, more supportive communication methods, such as visual aids and simplified language, to ensure understanding. Schools can provide translated materials and interpreters for parent-teacher meetings to ensure clear communication; Furthermore, Schools might provide additional school staff who speaks the languages of the families or ask other parents to help new. **Social Integration:** Schools can implement buddy systems where students are paired with peers who can help them navigate social and academic challenges. Creating opportunities for parents to be involved in school activities, such as volunteering in classrooms or participating in school committees, even if they don\'t speak the social language fluently. Developing programs that engage families in helping new families integrate into the school community. This can involve pairing new families with established families who speak the same language or share cultural backgrounds, providing a support network and easing the transition into the school environment. **Parental Support:** Schools can offer additional workshops and provide resources to help parents understand the importance of language education and how parents can support their children's language development. Offering workshops at school that teach parents the social language can not only help parents bridge the communication with the school but also raise their feeling of beeing involved in the school development of their children. **Parent and Student Spaces:** Creating spaces where parents and students can talk and present their plurilingual realities, share experiences, discuss challenges of plurilingual families, and build a supportive community. Creating time and space at school where students can use their home languages, such as through multilingual projects, language partnerships, or clubs. This can help students feel valued for their linguistic skills and provide practical applications for their home languages in an academic setting. Reflection Part 2 How can schools address the different statuses of languages, such as the global importance of English and the presence of immigrant languages like Arabic, Farsi, and Romanian? Reflect on the varying perceptions of multilingualism and propose strategies for schools to recognize and value all languages equally, creating an inclusive environment. ### Answer: Addressing the varying statuses of languages in schools involves acknowledging the global dominance of English while fostering an inclusive environment that values all languages, including those of immigrant communities. Here are several strategies schools can implement: **Strategies:**  Use multilingual signage throughout the school to create a welcoming environment and normalize the presence of multiple languages.  Ensure the school library includes books and media in various languages, representing the linguistic diversity of the student body. Establish clubs, language days, or cultural events celebrating different languages, encouraging students to explore and appreciate linguistic diversity.  **Collaborative Teaching:** Encourage teachers of different languages to collaborate, share resources, and co-teach where possible to create a more integrated learning experience. Engage with the local community by inviting parents and community members to share their languages and cultures with the students. This could include storytelling, cooking demonstrations, or cultural presentations. Start with pilot programs in a few classes or grades to test the effectiveness of multilingual activities. For principals: Allocate resources specifically for multilingual education, including hiring bilingual staff, purchasing educational materials, and funding cultural events. Provide teachers with training on cultural competence and the importance of multilingualism. Equip them with strategies to support students from diverse linguistic backgrounds. Part 3 Beliefs and Myths about Multilingualism - 5 Minutes Determine whether the following statements are True or False. Test your knowledge on the subject. **Question 1:** True or False: Children who grow up in bilingual homes are more likely to experience language confusion and delayed speech development. **Answer:** False. Children raised in bilingual environments may sometimes mix languages, but this is a normal part of language development and does not indicate confusion or delayed speech development. In fact, bilingualism can enhance cognitive skills and academic performance. **Question 2:** True or False: Simultaneous bilingualism (learning two languages from birth) leads to better language proficiency than sequential bilingualism (learning a second language after the first language is established). **Answer:** False. Both simultaneous and sequential bilingualism can lead to high levels of proficiency. The key factors are the amount and quality of exposure to each language, rather than the timing of when each language is learned. **Question 3:** True or False: Language mixing (code-switching) is a sign of linguistic deficiency in bilingual individuals. **Answer:** False. Code-switching is a natural part of bilingual communication and reflects a high level of linguistic competence. It demonstrates the speaker\'s ability to navigate between languages based on context and conversational needs. **Question 4:** True or False: It is recommended that parents who are not fluent in the community language avoid speaking it to their children to prevent teaching them incorrect language forms. **Answer:** False. Even if parents are not fluent in the community language, speaking it to their children can provide valuable exposure. The benefits of interaction and language exposure outweigh the potential risk of minor errors, which can be corrected as the child's proficiency grows. **Question 5:** True or False: Multilingual children are more likely to develop speech disorders compared to monolingual children. **Answer:** False. There is no evidence to suggest that multilingual children are more likely to develop speech disorders. Speech disorders occur at similar rates among monolingual and multilingual children. Multilingualism does not cause speech disorders and can often aid in overall language development. **Question 6:** True or False: Parents should only introduce a second language to their child after the child has fully mastered their first language. **Answer:** False. Children are capable of learning multiple languages simultaneously from a very young age. Early exposure to multiple languages can result in native-like proficiency in both languages.  **Question 7:** **True or False:** The \"myth of the mother tongue\" suggests that it is normal for individuals and societies to have only one mother tongue. **Answer:** True. The \"myth of the mother tongue\" posits that the normal state for an individual and society is to have one clearly defined mother tongue. This misconception ignores the reality of multilingualism, where many people grow up with multiple languages from an early age.  **Question 8:** **True or False:** The belief that the only worthwhile aim of language learning is to reach \"native-like\" proficiency discourages people from appreciating the benefits of learning languages to any degree. **Answer:** True. This belief sets an unrealistic standard that can discourage people from engaging in language learning if they feel they cannot achieve native-like proficiency. It overlooks the many benefits of learning languages, such as enhanced cognitive abilities and cultural understanding, even if native-like proficiency is not achieved. Case study to solve [[https://www.spiegel.de/panorama/bildung/gerichtsprozess-strafarbeit-fuer-drittklaesslerin-wegen-tuerkisch-auf-schulhof-war-rechtswidrig-vergleich-a-19c3b0c0-5e60-46ef-ad9f-1fa0205774ec]](https://www.spiegel.de/panorama/bildung/gerichtsprozess-strafarbeit-fuer-drittklaesslerin-wegen-tuerkisch-auf-schulhof-war-rechtswidrig-vergleich-a-19c3b0c0-5e60-46ef-ad9f-1fa0205774ec) **Scenario** Several children have been speaking to each other in Turkish during recess in the school yard. Teachers have advised them to switch to the official school language, which the children have relayed to their parents. Concerned, the parents have written an email to the class teacher seeking an explanation for this policy. Put a focus on following aspects: - Do you agree that children need to talk at school, also outside classes, exclusively in the school language, Provide pro and contra arguments - can you think of situations where children might use their home languages at school - Change the perspective: Argument why it is important for children and their parents to be allowed to speak their home language at school (in some situations)? Reflect what could be the possible effects of language use prohibition on the student's learning and social development? - Have you observed that the (unwritten) rule of only speaking the school language specifically targets so-called migrant languages like Turkish or Arabic? Have you observed that students speaking English have been also instructed to only speak the school language?