Research School Network: Embracing Every Voice Through a Multilingual Approach Embracing Every Voice Through a Multilingual Approach
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Embracing Every Voice Through a Multilingual Approach
Embracing Every Voice Through a Multilingual Approach
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by East London Research School
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Soofia Amin
Soofia Amin is an Assistant Headteacher at Kensington Primary School in Newham. She is a Specialist Lead in Education for Multilingualism. Soofia actively trains and supports schools across London, collaborating with borough leads and teacher training agencies.
Soofia is also working with academics from UCL on research around multilingual pupils and the skills they bring with them to the education setting.
In early years education, we often speak about “giving children a voice.” But what if — without realising it — we’re only hearing some of those voices? What if the voices that come in different languages are being overlooked, under-supported, or unintentionally silenced?
As my work with multilingual children and families deepens, I’ve become increasingly aware of a central building block in early years practice that isn’t being fully reinforced. At the heart of our understanding is the importance of communication — yet we often fail to centre home languages in that process. A few flags or a language-themed display cannot substitute for the deeper, more meaningful work of embedding multilingualism into everyday pedagogy.
To truly support multilingual children, we must do more than acknowledge their languages — we must embrace every voice by recognising that home languages are not peripheral; they are central to communication, identity, and belonging.
In her pivotal article, “The Need for a Language-Considerate Approach in Early Childhood Education,” Professor Annick De Houwer makes this striking point:
“If Early Childhood Educator professionals ignore the languages young children know
and use at home, they communicate to children that these languages are not important.
In turn, this may make children feel that they are not important.”
This is a safeguarding concern, not just a linguistic one. When children do not see or hear their language reflected in the learning environment, their confidence and sense of safety erode. They may stop expressing themselves, not because they don’t want to — but because the space doesn’t feel welcoming to the voice they know best.
Embracing every voice through a multilingual approach requires a fundamental shift in both mindset and pedagogy. As Jim Cummins reminds us, “Children who come to school with a solid foundation in their mother tongue develop stronger literacy abilities in the school language…Knowledge and skills transfer across languages from the mother tongue learned at home to the school language.” Recognising this means moving beyond viewing multilingualism as a barrier. Instead, we must see it as a powerful asset — one that enriches our educational settings socially, cognitively, and culturally.
Here’s what this looks like in practice.
Spontaneous bilingualism is encouraged:
Children are free to move fluidly between languages during play, storytelling, and emotional expression. This natural code-switching is not silenced — it is recognised as a powerful demonstration of linguistic competence and identity. By celebrating this, we affirm that all languages have a valued place in the learning environment.
Families are equipped, not confused:
Clear, consistent guidance ensures that parents understand home language use is not only acceptable — it is essential for their child’s cognitive, emotional, and linguistic development. This message must be reinforced through accessible literature, during workshops and meetings, and in any collaborative contexts where families are engaged.
Staff are confident:
With high-quality professional development, practitioners gain a deep understanding of how multilingual children acquire language and how best to support them — without positioning English as the sole pathway to success. Staff need practical strategies, clear examples, and ongoing support to effectively meet the diverse linguistic needs in their classrooms.
Environments reflect children’s languages:
From dual-language books and multilingual signage to daily routines that celebrate home languages and cultural heritage, the learning environment must mirror the identities of its learners. When children see and hear their languages valued in the setting, it affirms their place within the school community.
The question we should all be asking is this: What would early years education look like if it was truly built on multilingual pedagogy from the ground up? It’s time to move beyond surface-level inclusion. Let’s make space for every child’s voice — in every language they bring with them. If we are serious about belonging, inclusion, and safeguarding, then embracing every voice isn’t optional. It’s essential.
Further reading
De Houwer, A., The Need for a Language-Considerate Approach in Early Childhood Education.
Cummins, J., Bilingual Children’s Mother Tongue: Why is it Important for Education?
