Native Language @ ISB

Entries Tagged as 'Native Language and Education'

Mother Tongue ideas for the classroom

September 21st, 2016 · No Comments


Tags: Bilingualism · Diversity · Mother tongue at home · Multilingualism · Native Language and Education · Native Language at ISB

Mother Tongue use at ISB

September 21st, 2016 · No Comments


PEACE DAY – 2016

Tags: Multilingualism · Native Language and Education · Native Language at ISB · Uncategorized

Kids in class without access to their mother tongue

September 6th, 2016 · No Comments

The importance of mother tongue use in class

Tags: Mother tongue at home · Native Language and Education · Native Language at ISB

Draft language survey: a class in Grade 4

May 17th, 2016 · No Comments

Here are some findings from our recent language survey in a Grade 4 class:


  • Of the 19 children in the class, 3 are monolingual, 14 are bilingual and 2 are trilingual
  • 13 different languages are spoken and 12 are written
  • more than half the bilingual children would like to be able to sometimes use their mother tongue (speaking and writing) to help their learning
  • English grammar is the number one identified difficulty in learning English
  • Of the 16 bilingual/trilingual children, 15 think that learning their mother tongue is either important (6) or very important (9)

Tags: Diversity · Native Language and Education · Native Language at ISB

Another paper at the same conference: Perth WA

April 8th, 2016 · No Comments

C9 Bilingual tools to enhance EAL/D students’ language development55 minutes

Mallika Das and Abby Saleh

In this presentation we will discuss two teacher-initiated bilingual reading programs conducted in school where 99% and 97% of the school population are from CALD (Culturally and Linguistically Diverse) backgrounds. These programs involve the reading of texts in multiple languages. Research suggests that ‘in early stages it [reading in the first language] can profoundly accelerate the development of reading ability in the second language.’-Krashen, S. (2004). Building on this research, we will discuss the ways parents and community members were engaged in the process. We will outline the processes and procedures used to establish and maintain this program and will share data that offers evidence of the success of this program and its impact on students’ English syllabus outcomes.

Tags: Bilingualism · Mother tongue at home · Native Language and Education

Recent research: paper being presented this month in Perth WA

April 8th, 2016 · No Comments

Dr Androula Yiakoumetti, Oxford Brookes University

Dr Androula Yiakoumetti is an applied linguist whose research focuses on regional and social variation within linguistic systems and, more specifically, on the implications of such variation for education. She is interested in sociolinguistic aspects of linguistic variation and works within the research fields of multidialectism and multilingualism, second-language acquisition and development, and language-teacher development.

Her publications span a variety of language issues including bidialectism, language attitudes, learning English as a foreign language, language policy and practice in an era of super-diversity, and language-teacher training.

She is the editor of Harnessing Linguistic Variation to Improve Education (2012, Peter Lang) and Multilingualism and Language in Education: Sociolinguistic and Pedagogical Perspectives from Commonwealth Countries (2015, Cambridge University Press).

Abstract: Utilising Linguistic Variation for Better Education

Language in education deserves heightened attention in the increasingly linguistically-diverse classrooms that are typical of a modern world that is characterised by processes of globalisation, transnationalism and transmigration. These processes have inextricable linkages with language power relations. It is imperative then that we ask how language education can be optimised in settings where language power relations are based on economic, political or social factors rather than linguistic processes.

Research clearly demonstrates that incorporating linguistic diversity into education and utilising the entire linguistic repertoire of learners can lead to social, cultural, pedagogical, cognitive and linguistic advancement. In spite of this evidence, many educational contexts worldwide continue to promote the exclusive use of traditionally-dominant languages.

I draw on research carried out in various settings (including Australia, Canada, Cyprus, and the United States) which (1) highlights the valuable educational roles of learners’ mother tongues and (2) evidences the positive role that translanguaging practices can play in education. In doing so, I argue for the promotion of Indigenous languages, minority languages, Creoles and nonstandard varieties in formal education alongside those which are traditionally dominant. I emphasise the central significance of language educators, the importance of teacher training, and the need for creating educational programmes which are informed by the specific linguistic landscapes in which they are to be employed. I also emphasise the importance of language attitudes and the benefits derived when parents and other community members are involved in students’ language education.

In drawing together advice on the optimisation of language education in linguistically diverse settings, I conclude that both low-status and traditionally-prestigious varieties ought to be concurrently used for ideal educational outcomes. I therefore argue in favour of both multilingualism and multiculturalism while pointing out how timely a much desired paradigm shift in language education planning would be.

Tags: Bilingualism · Diversity · Mother tongue at home · Native Language and Education

The mother tongue battle in Hong Kong

March 25th, 2016 · No Comments

Cantonese or Putonghua / Mandarin for Hong Kong schools?

Tags: Mother tongue at home · Native Language and Education

It’s coming!!

March 23rd, 2016 · No Comments

February 21st 2017

Internationaler Tag der Muttersprache

Día Internacional de la Lengua Materna

יום שפת האם הבינלאומי

اليوم العالمي للغة الأم

International Mother Language Day

국제 모국어의 날


On International Mother Language Day the UN’s Educational, Scientific and Cultural Organization (UNESCO) and UN agencies participate in events that promote linguistic and cultural diversity. They also encourage people to maintain their knowledge of their mother language while learning and using more than one language. Governments and non-governmental organizations may use the day to announce policies to encourage language learning and support.

In Bangladesh, February 21 is the anniversary of a pivotal day in the country’s history. People lay flowers at a Shaheed Minar (martyr’s monument). They also: purchase glass bangles for themselves or female relatives; eat a festive meal and organize parties; and award prizes or host literary competitions. It is a time to celebrate Bangladesh’s culture and the Bengali language.

The Linguapax Institute, in Barcelona, Spain, aims to preserve and promote linguistic diversity globally. The institute presents the Linguapax Prize on International Mother Language Day each year. The prize is for those who have made outstanding work in linguistic diversity or multilingual education.

(Retrieved March 23, 2016 from:

Tags: Mother tongue at home · Native Language and Education · Native Language at ISB

Hello from around the world

March 18th, 2016 · No Comments

Contribution form Graham Scott

Tags: Bilingualism · Native Language and Education

International Mother Tongue Day

February 22nd, 2016 · No Comments


An article celebrating International Mother Tongue Day

Tags: Mother tongue at home · Native Language and Education