At the school gate one morning, I spoke with Janice, who was juggling the care of her three young children. As we chatted about our daily routines, I asked Janice which languages she uses at home. She replied, “I only speak English with them. I don’t want to confuse them.” Janice is fluent in Tagalog (a language spoken in the Philippines), but like many families, she thinks that speaking English will best support her children.
There is strong evidence to indicate that using the child’s home language is the strongest foundation a family can offer. It provides the child with a rich basis for their long-term communication and language development.
“The level of development of children’s mother tongue is a strong predictor of their second language development.” (Cummins, 2000, p.3)
Yet our largely monolingual education system exudes a strong message, “Your language will not help your child’s language development. English will.” As educators, we need to challenge this supposition. It is wrong and does a disservice to our children.
The Foundation of Vocabulary: Conceptual Transfer
This misconception about monolingualism runs deep, often passed down through generations. But research is clear: children develop stronger vocabularies and deeper learning when they maintain and use their home language.
The key mechanism here is known as ‘conceptual transfer’: the idea that understanding and skills move across languages. Cummins (2001) explains:
“Children who come to school with a solid foundation in their mother tongue develop stronger literacy abilities in the school language.” (Cummins, 2001, p.3)
Because children already know many concepts in their home language, these concepts transfer into English as their school vocabulary grows.
Consider a child raised on Arabic folktales: they already understand complex narrative concepts like the ‘trickster’ archetype. When they come across similar characters in English stories, they can recognise roles and predict plots because the cognitive framework is already there. Their challenge is not comprehension but simply acquiring the English labels (like ‘deceive’ or ‘clever’) to express what they already know. The richer the concept learned in any language, the richer the vocabulary that follows – no matter the language of expression.
Maintaining a home language is not only about identity (though this is a vital aspect of it) or confidence. It has cognitive implications. Cummins notes:
“When children continue to develop their abilities in two or more languages, they gain a deeper understanding of language and how to use it effectively.” (Cummins, 2001, p.18)
We can take from this that a strong home language strengthens later academic success and supports bilingual learners to reach their full potential.
The Bullock Report ((DES (Department of Education and Science), 1975) planted the seed of this important message to educators decades ago:
“No child should be expected to cast off the language and culture of home as he crosses the school threshold.” (DES (Department of Education and Science), 1975)
High Quality Interactions
Vocabulary growth depends on sustained, meaningful interactions – these are most powerful when adults communicate in the language they use with greatest fluency.
EEF guidance stresses the importance of high-quality adult – child interactions.
“Prioritising high quality interactions with children will help to develop their communication and language. A distinction is sometimes drawn between talking with children and simply talking to children; talking to children tends to be more passive, while talking with children is based on their immediate experiences and activities and is likely to be more effective.” (Education Endowment Foundation, Preparing for Literacy, p.9)
When parents feel pressured to speak a second language, interactions can become limited and functional. Meaning, nuance, and depth are lost – as is their quality. Languages are not barriers; they are bridges to understanding identity, confidence, and success.
The UNESCO Languages Matter report (2025) reinforces that meaningful parental engagement in multilingual education is crucial for improving learning outcomes (UNESCO, 2025, p.88). This is why early conversations with families matter. The messages they receive from teachers, leaders, and community services should be consistent and reassuring.
A Call to Action: Building Vocabulary Through Home Language
As educators, we must actively promote how and why home languages enrich communication and learning.
Meaningful conversations with parents:Encourage parents to enjoy communicating in their home language: storytelling, having shared experiences, and deep conversations.
These interactions will help to:
Deepen conceptual understanding and vocabulary
Strengthen cognitive flexibility (Díaz 198, p.10)
Boost a child’s ability to learn English and other languages (Cummins 2001, p.17)
For Families: Own Your Language Power: Educators need to support families with recognising that:
Their home language is a strength: prioritise it.
Creating a language-rich environment, whether in Tagalog, Urdu, Polish or English, is invaluable to the child
Making language fun helps nurture confidence and learning: sing songs, play and cook (in the home language)
For Educators: Be Language Advocates
Know the research and communicate confidently with families.
Have purposeful language conversations that highlight the cognitive benefits of home languages.
Connect concepts across languages when introducing new vocabulary.
Integrate home languages, inviting families to use them at home through clear prompts.
Celebrate multilingualism: it will make for an experience and contribute to learning.
Finally …
Stories such as Janice’s are common, and remind us why this work matters.
Home languages should be celebrated and pursued at every opportunity. When we help empower families with knowledge and practical strategies, we are helping children to thrive in both their home language and English.
This is how we build strong foundations for lifelong learning, secure identity, and academic success.
References:
Cummins, J. (2001) ‘Bilingual children’s mother tongue: Why is it important for education?’, Sprogforum, 19, pp.15 – 20.
Cummins, J. (2000) Bilingual Children’s Mother Tongue: Why Is It Important for Education? Sprogforum, 19, p.3.
DES (Department of Education and Science) (1975) A Language for Life: Report of the Committee of Enquiry chaired by Sir Alan Bullock. London: HMSO.
Diaz, R.M (1983) ‘Thought and two languages: The impact of bilingualism on cognitive development’, Review of Research in Education, 10, pp. 23 – 54.
Education Endowment Foundation (EEF) (2018) Preparing for Literacy: Improving Communication, Language and Literacy in the Early Years. London: Education Endowment Foundation, p.9.
