Promote the Home Languages
of Children
The National Association for the Education of Young Children (1995) describes the importance of language development, including both the child's home language and English:
"Language development is essential for learning, and the development of children's home language does not interfere with their ability to learn English. Because knowing more than one language is a cognitive asset (Hakuta & Garcia, 1989), early education programs should encourage the development of children's home language while fostering the acquisition of English.
For the optimal development and learning of all children, educators must accept the legitimacy of children's home language, respect (hold in high regard) and value (esteem, appreciate) the home culture, and promote and encourage the active involvement and support of all families, including extended and nontraditional family units." (p. 1)
The National Association for the Education of Young Children (1995) notes the value of children learning and gaining proficiency in their home language before moving on to a second language:
"Children learn best when they are given a context in which to learn, and the knowledge that children acquire in 'their first language can make second-language input much more comprehensible' (Krashen, 1992, p. 37). Young children can gain knowledge more easily when they obtain quality instruction through their first language. Children can acquire the necessary language and cognitive skills required to succeed in school when given an appropriate learning environment, one that is tailored to meet their needs (National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education, 1990; Bredekamp & Rosegrant, 1992).
Although verbal proficiency in a second language can be accomplished within two years, the skills necessary to achieve the higher level educational skills of understanding academic content through reading and writing may require four or more years (Cummins, 1981; Collier, 1989). Young children may seem to be fluent and at ease with English but may not be capable of understanding or expressing themselves as competently as their English-speaking peers. Although children seem to be speaking a second language with ease, speaking a language does not equate to being proficient in that language. Full proficiency in the first language, including complex uses of the language, contributes to the development of the second language." (p. 4)
