If I had to choose the number one misconception among my colleagues in regard to ESL students, it would be that ESL students must speak English at home in order to increase their language skills. Speaking English at home will not increase ESL students’ language skills and in fact, it may be a determent to their language learning!
English as a second language is an additional language, not a substitution. English should not replace the student’s first language, but should be an additional language that the student knows and uses.
The following reasons explain the benefits of knowing and using two or more languages as well as reasons why a bilingual child cannot be expected to speak only English at home:
If the child’s first language is replaced by English, the child not only loses their native language, but their culture and identity as well. Language is a powerful part of who you are. It is not just words and grammar, but a way of thinking, being, and behaving. Language also contributes to how one understands, views, describes, and values the world around them. The English language is an asset to the child and can create many opportunities for him/her. Most children who are bilingual are also bicultural. He/she is able to learn two cultures, broadening their perspective about the world around them. Being bilingual and bicultural can open up economic and employment opportunities for bilingual children.
Another benefit for being bilingual is that traveling is easier and cheaper if you know the language of the country you are visiting.
Being bilingual can also create social opportunities and connections. Practically speaking, the child may be unable to speak English at home because their family either does not know English or speaks English incorrectly. If the family knows English, but their English has errors, then the child learns English that is incorrect. As an ESL teacher, it is much more problematic and difficult to correct the child’s language errors than if the child does not speak any English at all. This is due to the child's errors being fossilized, or becoming a habit. These language errors cannot be easily corrected and can be one of the biggest frustrations for English language teachers. Teaching beginners who know no English is easier because you begin with a blank slate and you fill this blank slate with correct English.
If the child's native language is replaced by English, then most likely this child will be unable to communicatewith some to most of their family members. The child’s relatives such as grandparents or extended family members may have remained in their native country or do not know English even if they are residing in an English speaking country. How will the child be able to communicate with their extended family if they lose their native language? It is a huge disservice to sever this important connection between the child and family member, especially for cultures where family is valued.
Theoretically speaking, you need both languages to learn English. The theory that supports this view is called the Developmental Interdependencetheory. This theory suggests that the more proficient the child is in their first language, the easier and faster the child will acquire English, their second language. The child transfers their knowledge from their first language to their second language. He/she learns language only and not the concept(s) because the child already understands the concepts in their first language. Therefore, the student’s first language needs to remain strong while the weaker of the two languages, their second language, is being learned. It is believed that the student’s second language will gradually become stronger and will eventually catch up to the their first language (or come close), so that the student is equally proficient in both languages (balanced bilingual).
Students are receiving English language immersion for at least six hours per day in school. This is A LOT of English language instruction! The student should not be expected to speak English only at home because it is perceived that they are not receiving enough English language instruction in school.
No one can force parents to speak English only at home even if the parents are fluent. It is ultimately their choice whether or not their child speaks English in the home. Parents may find value and usefulness in maintaining their native language.
For those of you living in a country where English is the majority language, remember that half to two-thirds of the people in the world are bilingual. It is often considered the norm to know and use two languages.
Numerous studies have found that bilinguals have cognitive advantages that monolinguals do not have. An interesting observation I have made in the United States is that many students are required to learn a foreign language in middle or high school because it is believed that knowing another language is beneficial.It does not make sense to replace an ESL student’s first language with English in the elementary grades and then later tell these students that knowing two languages will benefit them in the future.