<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Most school systems around the world prioritize the teaching of languages and aim to develop bilingual or multilingual proficiencies among their students. However, in a large number of contexts, schools also systematically and intentionally <italic>undermine</italic> the potential of immigrant-background and minoritized students to develop multilingual abilities. This undermining of multilingualism operates either by explicitly prohibiting students from using their home languages (L1) within the school or through ignoring the languages that students bring to school (benign neglect). In some cases, exclusion of students’ L1 is rationalized on the grounds that maintenance of L1 will hinder students’ integration into the mainstream society. In other cases, exclusion is based on the conviction that there is competition between languages and use of the L1 either in school or home will reduce students’ exposure to the school language (L2). The validity of this time-on-task argument is critically analyzed in the present paper. I argue that the research shows no consistent relationship between immigrant students’ academic achievement (in L2) and use of L1 in the home or in the school. By contrast, several research syntheses have highlighted the positive academic outcomes of bilingual programs for minoritized students and also the feasibility of implementing multilingual or translanguaging pedagogies in the mainstream classroom.</p></abstract>

Most school systems around the world prioritize the teaching of languages and aim to develop bilingual or multilingual proficiencies among their students. However, in a large number of contexts, schools also systematically and intentionally undermine the potential of immigrant-background and minoritized students to develop multilingual abilities. This undermining of multilingualism operates either by explicitly prohibiting students from using their home languages (L1) within the school or through ignoring the languages that students bring to school (benign neglect). In some cases, exclusion of students’ L1 is rationalized on the grounds that maintenance of L1 will hinder students’ integration into the mainstream society. In other cases, exclusion is based on the conviction that there is competition between languages and use of the L1 either in school or home will reduce students’ exposure to the school language (L2). The validity of this time-on-task argument is critically analyzed in the present paper. I argue that the research shows no consistent relationship between immigrant students’ academic achievement (in L2) and use of L1 in the home or in the school. By contrast, several research syntheses have highlighted the positive academic outcomes of bilingual programs for minoritized students and also the feasibility of implementing multilingual or translanguaging pedagogies in the mainstream classroom.

Should Schools Undermine or Sustain Multilingualism? an Analysis of Theory, Research, and Pedagogical Practice

Sustainable Multilingualism

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Most school systems around the world prioritize the teaching of languages and aim to develop bilingual or multilingual proficiencies among their students....

Should Schools Undermine or Sustain Multilingualism? an Analysis of Theory, Research, and Pedagogical Practice

Publicado en línea: 04 dic 2019

Páginas: 1 - 26

DOI: https://doi.org/10.2478/sm-2019-0011

Palabras clave
bilingual education, cross-lingual transfer, home language, immigrant-background students, interdependence, multilingualism, time-on-task, translanguaging

© 2019 Jim Cummins, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Should Schools Undermine or Sustain Multilingualism? an Analysis of Theory, Research, and Pedagogical Practice

Publicado en línea: 04 dic 2019

Páginas: 1 - 26

DOI: https://doi.org/10.2478/sm-2019-0011

Palabras clavebilingual education, cross-lingual transfer, home language, immigrant-background students, interdependence, multilingualism, time-on-task, translanguaging

© 2019 Jim Cummins, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Palabras clave
bilingual education, cross-lingual transfer, home language, immigrant-background students, interdependence, multilingualism, time-on-task, translanguaging