There seems to be a persistent myth that the use of the native language at school negatively affects the academic outcomes of multilingual children. However, evidence from a wide range of educational settings, including linguistically diverse classrooms in mainstream education, bilingual programs, and so-called ‘submersion’ contexts, suggests the exact opposite. Rather than seeing multilingualism as an obstacle, we therefore argue that it should be viewed as an opportunity to ensure inclusive education and equal opportunities for all
Bosch, J., Foppolo, F. (2024). Chapter 10. Fostering multilingualism to support children’s school success.. In F.F.&.T.M. J. Franck (a cura di), Myths and facts about multilingualism (pp. 139-151). New York : CALEC.
Chapter 10. Fostering multilingualism to support children’s school success.
Foppolo F.Ultimo
2024
Abstract
There seems to be a persistent myth that the use of the native language at school negatively affects the academic outcomes of multilingual children. However, evidence from a wide range of educational settings, including linguistically diverse classrooms in mainstream education, bilingual programs, and so-called ‘submersion’ contexts, suggests the exact opposite. Rather than seeing multilingualism as an obstacle, we therefore argue that it should be viewed as an opportunity to ensure inclusive education and equal opportunities for all
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