Multilingualism in the classroom: benefits in education and policy recommendations

Multilingualism has grown to become a dominant feature of schooling across the world. What is the impact of this development on student learning? What practical steps can we take, so that teaching and learning gain the wide-ranging advantages of multilingualism?

It is challenging to base conclusions and policy recommendations on the few large-scale studies that have researched the link between multilingualism and academic performance. Complex contextual factors tend to influence the findings:

• In most cases the school language of instruction is English, a global language that some immigrant children have already had prior access to; in contrast, identifying the advantages of multilingualism in low-income, developing countries needs more context-sensitive research
• Different countries have varying educational systems and practices (e.g. bilingual schools in North America, or introductory classes in Sweden); these can affect research into the relationship between multilingualism and academic achievement
• The link between multilingualism and academic achievement cannot be separated from other socio-educational goals, such as those of integration

What is the meaning of multilingualism, exactly? The meaning of multilingualism, with regard to national settings, is the use of more than one home or first language by the local population. With regard to an individual, it refers to their ability to speak more than one language.

In terms of the difference between bilingualism and multilingualism - strictly speaking, multilingualism refers to competence in more than two languages. This distinguishes it from bilingualism, which refers to the use of two languages exactly. However in this article, the broader sense of multilingualism is used, as per the definitions in the previous paragraph.

The following is a set of assertions on both the drawbacks and benefits of multilingualism in three broad contexts:

1. The migrant context, where the learner’s home language differs from that of the host community
2. The indigenous multilingualism context in developing countries, with school learning using a different dominant language to the multiplicity of pupils’ home languages
3. The language of instruction context, where schools use a foreign language to teach a range of subjects on the curriculum e.g. English as medium of instruction (EMI)

1. The context of migration in Western developed countries

First generation migrant children with no initial competence in the host country language of instruction require three to five years before acquiring basic interpersonal competence skills (BICS), according to several studies.

They need five to seven years before gaining cognitive academic language proficiency (CALP). BICS and CALP are terms originating from Jim Cummins’ early works, such as Bilingualism and Special Education. Furthermore, proficiency in reading and writing in the home and host languages correlates with academic achievement.

In ‘hyper-diverse’ migrant linguistic environments, such as the UK, the practicality of organising dual-language programs is restricted. Overall it would involve teaching in many of the home (L1) languages represented by the pupil population’s multilingualism.

Statistical studies of the academic performance of English as a second language (EAL) students in England state schools have shown a steady improvement in GCSE and A Level results. However, scores are affected by a number of key variables such as age of arrival in the UK, regional variation and identity of the first language.

2. The context of multilingualism in low-income developing countries

In this context, research shows that at primary school level, proficiency in home language literacy is a predictor of English literacy.

The home language instruction medium in rural primary schools can lead to better academic performance, in comparison to using EMI.

In a 2019 position paper, the British Council stated that primary school learners in low- and medium-income countries “taught in their own or a familiar language, rather than English, […] are more likely to understand what they are learning and be more successful academically”.

Therefore the British Council supports the teaching of English as a subject, rather than as an instruction medium for other subjects, in this age range and context.

In several reports including a recent study in 2016, UNESCO has also supported promoting a ‘multilingual ethos’ and implementing mother tongue teaching in developing countries.

3. The context of additional language learning

The EMI approach is less effective than using a home language instruction medium for ‘content’ learning at school level, according to several studies.

EMI at secondary school level leads to improved proficiency in the English language, but there is evidence of a negative effect on humanities subjects.

Encouraging multilingualism via Content and Language Integrated Learning (CLIL) is a different approach - the integration of target language learning and subject teaching. In contrast, EMI has no integrated language learning.

Long-term, a CLIL approach enhances both content learning and competence in the additional language, concludes Pérez Cañado in her study The Effects of CLIL on L1 and Content Learning .

Policy recommendations

Language education policy-making should be guided by the following research-informed principles and practices, based on the advantages of multilingualism:

1. A clear rationale for introducing medium of instruction national policies, formed on evidence-based educational judgments rather than strategic considerations
2. Evidence-based planning of multilingualism, sensitive to the linguistic needs and repertoires of learners, in different national contexts
3. Provision of appropriate training in linguistic competence and language-related pedagogical practice for EMI and CLIL teachers
4. Appropriate training and knowledge of the integrated use of the L1 in EMI and CLIL settings
5. Knowledge sharing between teachers in different sectors on best practice language use and content learning
6. Careful transition planning from L1-based instruction at primary school level, to a staged introduction of teaching selected subjects through the medium of English at secondary school level
7. The development of an integrated assessment framework, on language and subject knowledge, appropriate to the socio-cultural context
8. The development of dual-language resources and language awareness strategies, for pupils at primary school level

Conclusion: multilingualism in the classroom

Research suggests that competence in multilingualism plays a significant role in students’ academic performance:

• Newcomer migrant students with no initial competence in the host language take up to five years to develop age-appropriate competence in speaking it and up to seven years to reach an appropriate level of academic competence in it
• Literacy in the home language has a positive effect on students’ learning of other languages and other subjects
• Transfer of competence between the languages is also influenced by the nature of the subject matter task (e.g. a maths task, or a text comprehension task)
• Additional language learning has a positive effect on first language literacy, including a greater use of learning strategies
• Students’ socio-economic background affects success of the medium of instruction policy implementation
• EMI is more effective at post-primary school level in non-English speaking countries
• Where students’ home language is other than their school’s medium of instruction, effective integration of home language use and learning leads to improved academic achievement
• CLIL seems a more effective approach for multilingualism in the classroom than EMI

To find out more about research on usage-based approaches to help students learn second languages, read our recent report here.

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To find out more about the advantages of multilingualism and other approaches to transform societies through learning, please contact us.