Tools for talking: the purposeful and inventive use of languages by bilingual children in primary classrooms

Abstract

This article is based on a number of observations of bilingual children in an East London primary school, and some work carried out for a doctoral study. The article explores children’s views and perspectives on their use of first and second languages at home and at school. The kernel of the investigation is that language use is dependent on purpose. Bilingual children’s use of their first and second language depends on which language best serves a particular function. Often children who speak two or more languages on a regular basis combine these to create a new language. Schools therefore need to review their language policies and practices in relation to their pupil intake, taking into account the contribution of bilingual experience to children’s overall linguistic development. Teachers also need to understand parents’ views on their children’s language and literacy education. These issues are of vital importance if schools are to provide an inclusive curriculum.