Professional Documents
Culture Documents
uk/enabling-education-review/enabling-education-12/newsletter-
12/12-7/
Thanks to Helen Pinnock and Samantha Ross Hepworth for their input into this
overview of key issues.
In this special section, we will look at language and the impact it has on children’s
participation and achievement in education. The use of, and teaching of, languages is a
complex issue. We can only provide a brief introduction through the articles in this
newsletter, but ideas for further reading are provided on page 24.
Problems and solutions
Million of children worldwide are still not attending school, and language barriers are a
significant reason for this. Many children, especially those from ethnic minority groups,
use a different language at home from that used in school. If they don’t speak the
school’s language, they may not be accepted, may struggle to make progress, or drop
out early. Girls may find it harder to cope in school than boys because they are often
less exposed to other languages outside the home.
Mother-tongue communication and teaching
Children need to learn in their own language for five to six years, before they gradually
begin using a second language as the main medium of instruction. And they need to
have received, and keep receiving, good quality teaching in that second language. Yet
many children have to learn subjects in their second language almost as soon as they
start school. Education authorities in low-income countries often think it will be too
expensive and time-consuming to deliver quality education in multiple languages. They
forget that current language and education approaches aren’t working or helping to
improve educational quality.
Increasingly, therefore, education programmes are promoting the use of prolonged
mother-tongue communication and teaching, and demonstrating its benefits.
Programmes often cover a range of initiatives, from teacher education, to material
production, to community involvement. But many policy-makers are yet to be convinced.
In everyday life we learn languages in a practical way, seeing or touching items that
represent new words we are learning. But in school, teachers using traditional methods
rely heavily on speaking, offering few clues as to the meaning of unfamiliar words used
in unfamiliar situations (e.g., words used to describe new concepts like maths). They
may confuse learners by translating back and forth between local and official
languages. The development of literacy is particularly difficult through a second
language.