Incorporating children’s use of home languages into early childhood settings requires
the inclusion of all Non English Speaking Backgrounds and languages, understanding how
children acquire more than one language and the interrelationship between home language
and identity.
Studies on bilingualism in young children have demonstrated the importance of
linguistic inclusion and its effect on children’s early learning and development. Eades (1993,
p. 5) supported this from the view point of Aboriginal children, referring to them “as fluent
and competent communicators.” While Fluckiger (2010, p. 101-108) looked at literacy
experiences for five children from diverse cultural backgrounds, finding that effective literacy
skills can be built on through family and community literacies. Eades (1993) claims that the
understanding and acknowledgement of children’s language skills impact their identity and
self-esteem, which is supported by Fluckiger (2010, p. 107). Fluckiger concluded that
children’s identity are influenced by outside stimuli, such as people, attitudes and the world
around them. A linguistic inclusive environment should reflect the understanding that all
children’s home language are important. The UN Convention of the Rights of the Children,
(Article 30, 1990) says the child has the right to maintain the first or home language.
Employment and Workplace Relations, (Being, Becoming, Belonging, 2009) our national
framework, further discusses how educators recognise that diversity enriches our society.
When educators become knowledgeable on linguistic diversity they will be successful in
developing an inclusive environment that reflects valuing and embracing children’s use of
their home language, build on their sense of identity and their conceptual development.
Adult interaction is a key component in children’s acquisition of any language.
Children learn a second language through exposure presented in holistic ways, such as
through play, where they require time to explore and successfully learn a new language.
Children need time to learn a new set of vocabulary, recognise new non-verbal cues,
emphasis of different sounds, and grammatical structures. Clarke (2009, p. 17) broke down
the stages that children between three to six years old go through to develop a second
language. While children learn at their own pace, educators need to be aware of the stages in
order to facilitate and support children. Lowry (2011) discussed that, while a bilingual child
may not have as strong of a vocabulary in both languages, in total they would have the same
as a monolingual child. This supports Eades (1993) thoughts that bilingual children, such as
those speaking Aboriginal English, are just as fluent and effect communicators as children
who speak Standard English as a first language. Aboriginal speakers also demonstrate
different ways of communicating, such as through silence, avoiding direct questions and eye
contract, thus showing a sign of respect. However, many non-Aboriginal speakers today still
view this as “rude” and “disrespectful.” If, as a society that embraces all ways of
communicating, teachers need to understand and view this as it is intended.
Most bilingual children have a dominating language, one that is of greater proficiency
and they are exposed to more. Many centre philosophies incorporate the notion of viewing
children as individuals is an important overall component of children’s wellbeing. Through
implementation and inclusive home language practices within their setting, educators can
ensure the ongoing respect for diversity relating to linguistic development. This clearly
supports Eades (1993) statement on where teachers and educators demonstrate respect and
understanding for the children’s use of the English language, and its interrelationship to
identity. It builds a sense of connection and togetherness within the childcare setting, where
tolerance, mutual respect and embracing all linguistic backgrounds are an exciting part of the
learning environment.
As the centre policies are still in the transition process from family centre to long day
centre, the teaching staff were unaware of the two new policies that management have
created in relation to a Multicultural/Religious Beliefs Policy and a Non-English Speaking
Background Policy. While these policies have yet to be implemented, in collaboration with
the Early Childhood Teacher (ECT), the educators running the school readiness program
have already begun to recognise the importance of an inclusive home language approach and
have been implementing ways to include it, with parental support, within the classroom, The
children are encouraged to say hello and goodbye in their home languages and during group
time, each child is aware of the different languages other children and educators represent
and is included in part of the hello song. Educators have commented on how children are
now greeting them as they enter the room, saying hello in the educator’s home language. The
educators have also discussed with parents about creating a home-language book that
children will each take home and fill in with parents and return to the centre. The educators
will fill in words that are relating to the current interest within the room or topic, and ask that
families fill in words that translate into their home language. Educators believe that this will
allow for parent involvement as well as a way for children to share with their peers their first
language. While inclusion is demonstrated within the program, there is still much room for
growth and development to ensure that all children are equally supported in the inclusion of
their home language.
In developing an early childhood linguistic inclusive program should have a holistic
approach, focusing the children’s identity. Educators will need to work in collaboration with
children, team, parents, licensee and community support programs and follow the service
philosophy, Multicultural/Religious Beliefs Policy and a Non-English Speaking Background
Policy. Australian Children's Education & Care Quality Authority (2014, Guide to
Developing a Quality Improvement Plan) will allow educators to focus on what the service
outcome or goal would be then break down steps to achieve this goal. First will be to present
this idea to licensee, then create a survey to gather information from families, seeking their
ideas and input of the concept. A survey would also be able to address the benefits of such a
program and what the children will gain from it. A staff meeting will allow all educators to
up brainstorm and analysis how the program could be an effective and inclusive program for
all ages and levels of abilities of the children in our care. Once feedback from the different
people involved is received, educators will research the resources the service would need to
look at purchasing and research community programs that can support the different
languages. The children would also be involved in the planning process by including them in
ways they think we can add their language into the program.
With all the information complied a draft policy and program will be available for
parents, educators, and licensee to look over and add their feedback and comments. From
here educators would start implementing slowly ways to include languages into play, keeping
a holistic view the focus. Language cards with pictures that match the resources, music,
books, posters and story tapes in all languages, writing children’s names in other languages,
children’s picture and hello in their language displayed on the wall, word games, include
songs in different languages, and invite families coming in to read books in their own
language,. After three months the program will be re-evaluated to see how the program is
working and how the service will move forward. This will be an ongoing document that will
support all those involved to ensure that the journey of this program continues to grow and
change with the needs of the cliental.
Through an increased interaction with parents within the program, community
support, and children’s understanding and use of home languages, educators will know that
they have developed a successful program. When educators acknowledge and respect
children’s language skills it is the first step to developing an inclusive program that has a
positive impact on children’s identity, self-esteem, overall wellbeing and sense of belonging.