Page 43 - PSPS: A Training guide

Unit 4: Language

Introduction

‘Children do not doubt that they should learn the language of the school because it
allows them to interact with all children. However, some may fear that in the process of
learning the school language they will forget their mother tongue’
(Dr Paul Leseman, Utrecht University, the Netherlands)

In today’s world of constant migration, families move from one part of the country to
another, sometimes from another country or even continent, and in addition to
bringing their cultural life styles with them, they also bring their native dialect,
vocabulary, accents and language.

In countries with multiple different minority groups, although the family lives
surrounded by people, media channels and institutions where the official language is
used, within their own ethnic communities, they speak a different language.
Subsequently, a young child does not grasp more than just a few words of the official
national language before going to preschool or school. If family members have poor
educational attainment, they may have very poor literacy skills and difficulty speaking
the official language. Language barriers then become a part of everyday life, creating
further disadvantage by limiting knowledge and access to supports and services.

In terms of a child’s transition from preschool to primary school, therefore, language is
a fundamental factor in shaping how a child will experience that transition.

Unit 4 Language: Objectives

A quick note: When we say ‘school language’ we are referring to the official language
of the county where a child lives. This is the language spoken in their preschool and
school.
This unit is designed to help you understand:

That school language may be different from the language children
use at home even when it is the same language linguistically

Different types of language-related problems a child may
encounter
Why children have problems when school language does not match
the language they speak at home

The role of various stakeholders in overcoming language barriers
that a child or both the child and his/her family may have in
communication with and at school

Both the child and their family’s right to feel welcome, accepted
and respected in school