Valuing and supporting home languages
Hanley Crouch Playgroup is a voluntary
playgroup in the Stroud Green
neighbourhood of the London Borough of
Islington. The playgroup serves a culturally
diverse local community, which includes
many refugees, based around a council
housing estate and surrounding streets.
Refugee children and families who attend
the playgroup come from many countries
including Somalia, DR Congo, Angola,
Ethiopia, Algeria and Rwanda.
The playgroup operates from Hanley Crouch
Community Centre, a multi-purpose, multicultural community association. It has 22
places for children aged 30 months to four
years and is open 9.30 to 12.30 Monday to
Thursday, and 10.00 to 12.30 Fridays.
Parents are represented on the Playgroup Management Committee and encouraged
to support the playgroup with their expertise and skills.
‘The partnership with parents is very good. Parents are well informed about their
children's progress and take part in nursery outings with their children. They are
regularly given information about how to support their children's learning while
engaging in practical activities in the home environment. Parents are represented on
the management committee and encouraged to support the playgroup with their
expertise and skills.’
Ofsted (2004)
Valuing and supporting home languages
Hanley Crouch Playgroup recognises that the diversity of languages spoken by
children and families is a cultural asset. Valuing home languages is seen as a key
part of supporting children’s developing cultural identity and their self-esteem. The
playgroup worked with Tracy Smith, an advisory teacher with Islington Primary
Strategy Early Years Ethnic Minority Achievement Service (EY EMAS) Team, to
develop ways of valuing children’s home languages, and encouraging parents and
carers to use home languages in play and learning activities with children.
By working closely with parents, the setting gained more information about
languages spoken at home and parents’ attitudes towards the use of their home
languages with children.
‘Although most of the parents in the group seemed confident to speak to their
children in their mother tongue, the aim of the project was to send a really strong
message that the diversity of languages spoken was something highly valued by staff
and a reason for celebration. It was also felt that a focus on the issues around home
experiences and languages would be a meaningful way of involving parents in their
child’s education - a crucial principle of good practice in the early years.’
Tracy Smith
Parents and practitioners worked together to produce a colourful and informative
display which included:
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A world map showing where children and families had originated from
The word ‘hello’ written in home languages
Photographs of children and families
Multi-lingual posters developed by the EY EMAS team, promoting the use of
home languages.
Benefits and positive outcomes
‘Parents were very enthusiastic about the project and display, and proud of what they
had achieved. The project has strengthened relationships between practitioners and
parents. This has helped all children, including those from refugee families, to feel
settled, happy and valued in the setting.’
Lorna O’Neill, Playgroup Organiser
Other positive outcomes:
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Children talk about the different languages they speak. This increases their
awareness of the use of language
Children are more confident in speaking their home languages in the
playgroup
Children have developed their skills in English
Parents more readily discuss their different languages and dialects with each
other and with their children thus promoting bilingualism
The self-esteem and sense of positive identify of parents and children have
been increased through knowing that their home languages are valued.
According to practitioners at Hanley Crouch:
‘When you look at the display you realise that we’ve got the whole world in here!’
‘It’s been such a successful display – parents and children love looking at it and I’ve
noticed parents having conversations about each others languages after they’ve
picked the children up.’
A parent commented:
‘I never knew there were so many languages – and look at all these countries!’
The future
The multi-lingual display will become a permanent feature that will change and
develop each year. Practitioners plan to learn key vocabulary in children’s home
languages. Parents will be encouraged to tell stories in their home languages – these
taped stories will become part of the listening resources for children.