Cultural Diversity in Early Childhood

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Cultural Diversity in Early Childhood

• Promoting Home Languages in
• Early Years Settings
• Linda Mullis

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Influential Text

• Foundations of Bilingual Education and
  Bilingualism Colin Baker (2001 3rd edition)
• Four major characteristics of schools which can
  empower or disable minority language
  speakers.
• The extent to which childrens home language and
  culture are incorporated into the schools
  curriculum.
• The extent to which minority communities are
  encouraged to participate in their childrens
  education.
• The extent to which education enables children to
  be independent, active, learners.
• The extent to which assessment avoids locating
  problems in children and attempts to adapt the
  social and educational context in which the child
  operates.

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Early years context

• Purpose built nursery school
• East London borough
• Majority of children speak English as an
  additional language.
• Many different languages spoken
• Groups of children who speak the same language
  have different countries of origin
• Some practitioners are bilingual.
• Core book approach is used.

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Language of the Month ProjectAims

• To show respect for other languages and cultures.
• To give children the opportunity to hear and
  speak their home language in the nursery.
• To enable families to become more involved in
  their childrens learning.
• To enhance the status of languages other than
  English.
• To give everyone the opportunity to develop their
  knowledge of other languages.
• To develop an interest in different countries and
  cultures.

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Language of the Month

• Five different languages were focused on
• French, Bengali (Sylheti), Spanish, Urdu, Tamil.
• Large display was put up in the Nursery entrance
  hall.
• Maps showing countries where each language was
  spoken.
• Photos and pictures of different countries
  displayed.
• Story telling sessions planned.
• Songs in different languages.
• Dual language books, tapes, cds
• Resources given to all staff basic vocabulary.
• Input from childrens families encouraged.

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Childrens photographs displayed.
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Information about languages given.
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Maps showing countries where each language is
spoken.
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Childrens parents contributed information.
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Number lines in different languages.
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Children and adults encouraged to count in
different languages.
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Personalised books made for children, using
photos from home and nursery.

• Helped new children to settle.
• Dual text enabled use of home language and
  English.
• Parents were able to help explain nursery
  routines in a language their child could
  understand.
• Children encouraged to use home language in the
  nursery.
• Helped adults to use childs home language.

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Observation and assessment.

• Use of home language provided many opportunities
  for assessment.
• Improvement in childrens confidence and self
  esteem.
• Use of home language helped children to make
  progress in all areas of learning.
• Parents commented positively on their childrens
  development.
• Bilingual staff were willing to assess children
  using home languages where possible.
• Ofsted inspectors report favourably on the impact
  of use of home languages.

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Examples showing how use of home languages can
support childrens development and learning
across the Foundation Stage
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