linkage home language with standard language is most important in classroom situation.
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Humanities › Languages
Home Language
Glossary of Grammatical and Rhetorical Terms
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by Richard Nordquist
Updated April 17, 2017
Definition
A home language is a language (or the variety of a language) that is most commonly spoken by the members of a family for everyday interactions at home. Also called the family language or the language of the home.
According to research studies examined by Kate Menken, bilingual children "who are able to develop and maintain their home languages in school through bilingual education are likely to outperform their counterparts in English-only programs and experience greater academic success" ("[Dis]Citizenship or Opportunity?" in Language Policies and [Dis]Citizenship, 2013).
Home Language
Glossary of Grammatical and Rhetorical Terms
Share

Hero Images/Getty Images
by Richard Nordquist
Updated April 17, 2017
Definition
A home language is a language (or the variety of a language) that is most commonly spoken by the members of a family for everyday interactions at home. Also called the family language or the language of the home.
According to research studies examined by Kate Menken, bilingual children "who are able to develop and maintain their home languages in school through bilingual education are likely to outperform their counterparts in English-only programs and experience greater academic success" ("[Dis]Citizenship or Opportunity?" in Language Policies and [Dis]Citizenship, 2013).
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In order to be proficient and productive students, English-language learners (ELLs) need many opportunities to interact in social and academic situations. Effective teachers encourage their students' participation in classroom discussions, welcome their contributions, and motivate them by such practices (Cazden, 2001; Stipek, 2002). However, many educators often allow their less proficient students to remain silent or to participate less than their English-fluent peers (Laosa, 1977; Penfield, 1987; Schinke-Llano, 1983; Wilhelm, Contreras, & Mohr, 2004). I (Mohr, first author) recently participated in a study focusing on how mainstream classroom teachers helped Spanish-speaking immigrant students become successful at school. During the observations, I noticed that the teachers missed many opportunities to help ELLs communicate in class, allowing them to be less involved in oral interactions.
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