Mother Tongue and Academic Success: A Valuable Asset for Supporting Your Child

Being a parent of a child who goes to school and learns in a language different from your own can sometimes raise questions: How can I help effectively if I'm not fluent in the language of instruction? However, far from being a barrier, your mother tongue can be a valuable asset in their learning journey. By creating a linguistically and emotionally rich environment at home, you contribute to the development of transferable skills that will support your child’s academic success, regardless of the language used in the classroom.

This article offers some reflections and practical suggestions to guide you in this crucial role while highlighting the importance of the mother tongue, the available tools, and the support of the community.

The Mother Tongue

Speaking your mother tongue at home with your child benefits their overall development, including their skills in the language of instruction. In fact, developing a strong mother tongue supports the learning of a second language (1). By providing a rich linguistic environment in both your and your child’s native language, you help them transfer cognitive and language skills to the school language.

Several skills are transferable from one language to another! For example, reading books in your mother tongue also positively impacts your child’s literacy skills (2). You can ask them to predict the story’s continuation, infer implied information, and more. For tips and ideas to support your child’s reading at home, you can check out another article on this blog.

Many other skills are also transferable (social skills, organization, perseverance, problem-solving strategies, etc.) and are crucial for your child’s success.

For these reasons, among others, mastering the mother tongue is not a barrier but rather an asset (1-2).

Creating a Supportive Learning Environment

This aspect is entirely independent of the language of instruction, yet it plays a very important role in your child’s learning. Whether it’s establishing a routine, creating a quiet space dedicated to schoolwork, or providing encouragement and support, you are greatly contributing to their development.

Using Tools and Available Ressources

If necessary, technology and visual resources can be your allies in helping your child understand their homework, even if you are not fluent in the language of instruction. There are many educational apps or bilingual/multilingual websites that can explain school concepts in various languages (4) (Google Translate, Chat GPT, Khan Academy, etc.).

Additionally, many schools can provide interpreters during parent-teacher meetings. Don’t hesitate to contact your child’s teacher to learn about available services and collaborate with them.

Community Support

If you wish to further expose your child to their learning language, several solutions are available. Why not meet other families and school friends after school hours? You can also ask your child’s teacher or other families for resources in the language of instruction within your community (5). For example, are there books or games at your local library? On the internet?

Final Words

Research confirms that parental involvement is one of the best predictors of academic success, regardless of the language spoken at home. Children who receive emotional support at home, as well as rich exposure to their mother tongue, often perform better when learning new languages.

In summary, even if you don’t speak your child’s language of instruction, you can effectively support their learning by creating a stimulating environment, encouraging learning through play, and staying engaged in their education. You play a key role in their motivation and development, and your emotional support makes all the difference.

If your child is experiencing difficulties with reading or writing in French, feel free to check out my services and contact me to discuss further.

Références

(1) Cummins, J. (2016). Language interactions in the classroom: From coercive to collaborative relations of power. Bilingual Education and Bilingualism, 36, 1–20. https://doi.org/10.21832/9781853598968-005

(2) August, D., & Shanahan, T. (2016). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Lawrence Erlbaum Associates Publishers.

(3) Gonzalez, J. E., et al. (2020). Parent Involvement, Home Literacy, and Children’s Literacy Skills in Kindergarten: Findings From a Developing Country. Early Childhood Research Quarterly*, 53, 396-411.

(4) Kim, J. S., Burkhauser, M. A., & Corcoran, R. P. (2020). Technology and literacy instruction in the 21st-century classroom. Journal of Literacy Research, 52(2), 178–195. https://doi.org/10.1177/1086296X20916357

(5) Verhoeven, L. (2017). Sociocultural variation in literacy development. Handbook of Early Literacy Research, 3, 66–82.