Home language literacy learning as an extracurricular activity by pupils and parents: Do the findings warrant a case for introducing home language policy for primary education in England?

Abikar, Shamsudin; Bovill, Helen; Andrews, Jane

Abstract

Despite the fact that almost two million learners in state-funded schools in England learn English as an additional language DfE (2020), there is no official policy for developing home languages (HL), even though the use of HL in classrooms for academic purposes is linked to academic attainment (Smyth, 2012). Cummins’ (1976) language interdependence hypotheses was employed as the analytical framework for the original study underpinning this chapter, as it showed the benefits of HL in the classroom. The study included thirteen Somali-origin pupils in a Key-Stage 2 class (8 boys and 5 girls- 10 -11 years) and their 7 parents. Parents and pupils were separately taught HL literacy once per week for 24 weeks as extra-curricular activities. HL literacy pre and post assessments, semi-structured interviews with pupils and parents and a researcher reflective diary were used for data collection (Abikar, 2020). The data from HL assessments when comparing the pre and post assessments, showed improvement in areas assessed, except for writing. The semi-structured interview data demonstrated that learning HL literacy was beneficial for: social and spiritual identity, cognitive skills needed in the classroom, and fostering communication between the family, relatives, and the wider community. Additionally, positive attitudes to learning HL were evident within the study findings. The study strongly highlighted that it would be beneficial for pupils if there were strategies which would help them to maintain their HL; thus, this chapter will argue the case for the introduction of a home language policy for primary education in England. Overall, the study made recommendations for policy makers to introduce HL literacy sessions for the benefit of pupils.

• Online Publication Date: Jun 4, 2024
• Publication Date: Jun 4, 2024
• Deposit Date: Aug 20, 2024
• Publicly Available Date: Aug 20, 2024
• Publisher: Emerald
• Peer Reviewed: Peer Reviewed
• Pages: 247-263
• Book Title: Critical Perspectives on Educational Policies and Professional Identities: Lessons from Doctoral Studies
• Chapter Number: 15
• ISBN: 9781837533336
• DOI: https://doi.org/10.1108/978-1-83753-332-920241015
• Public URL: https://uwe-repository.worktribe.com/output/12796355