My two blankets: Considering the importance of using home languages in today’s classroom in support of student learning and wellbeing Dr Timothy Scott History Teacher
Abs t r act This paper considers the importance of home languages in the classrooms of today and tomorrow. In an increasingly multilingual world, especially in a city with 43% of the population born overseas (Mackay 2018), it is not possible to assume that a student’s first language is English. Acknowledging the place of home languages in the classroom and leveraging it to enhance understanding is supportive of student learning and student wellbeing. This article was inspired by work conducted in the History classroom to make source material more accessible to EAL/D students at the same time as working to develop their understanding of academic English in the context of a history classroom.
Key terms EALD students English as an additional language or dialect students are those whose first language is a language or dialect other than English and who require additional support to assist them to develop proficiency in English. ELL students English Language Learners are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialied or modified instruction in both the English language and in their academic courses Home Language Also can be referred to as Mother Tongue, Parent Tongue or Mother Language, Home Language refers to a first language, native tongue, or native language to which a person has been exposed to from birth or within what linguistics refer to as the critical period of language acquisition. Interlingualism An approach where all school languages and cultures are constantly present and respected. Home languages or mother tongues are learnt in the classroom interchangeably with other classroom languages.
Barker Institute Learning in Practice • 161
