Qualifications in home languages: opportunities, barriers and policy implications

Abstract

ABSTRACT There is a recognised need for stronger language skills in the United Kingdom which could be partly addressed by valuing and harnessing the home language skills of its population. One way in which these skills could be supported is through formal accreditation, an opportunity which is not consistently being offered to pupils who speak a language at home which differs from the classroom language. This article draws on data from focus groups with multilingual pupils, interviews with mainstream and complementary school staff, and information from university admissions teams to explore the experiences of these stakeholders regarding home language qualifications, the perceived value of qualifications, as well as barriers and opportunities with regard to language qualification uptake. We discuss actions that could support higher levels of uptake and offer three short-term feasible policy interventions which could make a positive contribution to support for home language skills.