Helping Children Feel Confident Using Their Heritage Languages at School
As parents, you may wonder how your children feel about using the language they speak at home while they are at school. A recent study by researchers Koen Van Gorp and Steven Verheyen found that while many children enjoy using their heritage languages, they often feel uncertain or anxious about doing so in the classroom.
The Benefits of Heritage Languages
Speaking a language like Turkish, Arabic, or French at home helps children stay connected to their family and culture. In the study, most children said they felt happy and confident when using their heritage languages. One student explained that speaking Turkish made them feel “in control,” while using Dutch (the language spoken at school) was more challenging.
However, even though they felt positive about their home languages, many children still chose not to use them in class during special tasks where they were allowed to do so.
Why Do Children Feel Conflicted?
Several reasons explain why children might hesitate to use their heritage languages at school:
- Fear of Mistakes: Some children feel they aren’t fluent enough in their home language to use it in front of others. One boy shared that he only knew “half” of Italian and worried about making mistakes.
- Fear of Being Judged: Children might fear that their classmates will laugh at their language. A girl in the study avoided speaking Arabic because she thought others might find it “funny.”
- School Rules: Many children see a clear divide between home and school. They believe their heritage language is for home, while school is a place for the language of instruction. One child said, “It’s better to learn Dutch here,” expressing that Turkish should only be spoken at home.
How Can Parents Help?
As parents, you can support your children in feeling more confident about using their heritage languages at school. Here are a few ways to help:
- Celebrate their language: Remind your child that being able to speak more than one language is a gift. Encourage them to feel proud of their heritage.
- Talk about school experiences: Ask your child how they feel about using their home language in class. If they are anxious, reassure them that it’s okay to feel nervous and that their language is important.
- Work with teachers: Speak to your child’s teacher about how they can create a welcoming environment for different languages. Some teachers can create opportunities for children to mix languages, making it feel less formal and stressful.
Bonus
In the work “Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double‐edged sword.”, authors explore the emotional experiences of heritage speakers (HSs) in learning environments, highlighting both the comfort and discomfort that can arise in the heritage language (HL) classroom. HSs often experience complex emotions linked to their family backgrounds, social identities, and histories of language use. While the HL classroom can be a source of linguistic confidence, cultural pride, and healing, it can also trigger feelings of anxiety, shame, or even trauma, particularly when sensitive topics like racism or bilingualism are discussed. It emphasizes the importance of creating supportive, safe spaces where students can explore their heritage language without fear of judgment. For children learning a second language, especially in bilingual or heritage language settings, this calls for a classroom environment that is not only educational but also relaxing and enjoyable. Such a space would allow children to feel secure, make mistakes, and explore new concepts at their own pace, fostering both their emotional well-being and language development. A fun, stress-free atmosphere will encourage kids to engage more deeply with their learning and develop positive associations with their heritage language.
The paragraph above reflects the sentiments of many parents, especially those whose older children (middle and high school students) have lost interest in learning their heritage language, leading to feelings of fear and even dislike towards it. This can negatively impact communication within the family, the students' cultural and ethnic identity as they grow older, and even their career development. Readtopia is dedicated to teaching Chinese and its related culture, maintaining children's interest in language learning, fostering a strong connection to their heritage culture, while also enhancing their communication and imaginative skills through language study.
Reference
Van Gorp K, Verheyen S. Primary school children’s conflicted emotions about using their heritage languages in multilingual classroom tasks. Modern Lang J. (2024)
Weger-Guntharp, Heather Dawn. "The affective needs of limited proficiency heritage language learners: Perspectives from a Chinese foreign language classroom." Teaching Chinese, Japanese, and Korean heritage language students. Routledge, 2017
Driver, Meagan. "Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double‐edged sword." The Modern Language Journal (2024)