Multilingualism and the role of first languages

In today’s globalized world, many learners of English come from diverse language backgrounds. Some grow up speaking only one language (monolingual), while others speak multiple languages (multilingual). Additionally, their first language might be a standard variety, like Parisian French, or a non-standard dialect, like Jamaican Patois. Understanding these multilingual backgrounds of students is crucial for teachers, as they can significantly influence how students learn English. In this lesson, we’ll explore the multilingualism in learners and how this affects their English learning journey.

What are the different
language backgrounds?

Learners of English come from a wide range of linguistic backgrounds. Here are some key categories:

Monolingual learners:

These learners speak only one language. For example, a student from Japan might only speak Japanese before learning English.
Monolingual learners might find it challenging to grasp concepts like grammar structures or vocabulary that don’t exist in their first language.

Multilingual learners:

These learners speak two or more languages. For instance, a student from India might speak Hindi, Tamil, and English.
Multilingual learners often have an advantage because they’re already familiar with switching between languages and understanding different grammar systems.

Standard vs. nonstandard varieties:

Some learners speak a standard variety of their first language, such as Standard German or Mandarin Chinese. These varieties are often taught in schools and used in formal settings.
Others speak non-standard varieties or dialects, such as African American Vernacular English (AAVE) or Cantonese. These varieties might have different grammar, vocabulary, or pronunciation rules compared to the standard form.

A real-world example:
A student from Nigeria might speak Yoruba at home, Nigerian Pidgin English with friends, and Standard English in school. This multilingual background can influence how they learn and use English.

How does a learner’s
multilingual background
influence English learning?

A learner’s first language (L1) can have a big impact on how they learn English. Here’s how:

Pronunciation:

The sounds in a learner’s first language can affect their English pronunciation. For example, Spanish speakers might struggle with the “th” sound (as in “think”) because it doesn’t exist in Spanish.
Learners from tonal languages, like Mandarin, might find it hard to master English stress and intonation patterns.

Grammar:

Grammar rules in a learner’s first language can influence how they use English. For instance, in Russian, there are no articles (“a,” “an,” “the”), so Russian speakers might forget to use them in English.
Learners from languages with flexible word order, like Finnish, might struggle with the stricter word order in English.

Vocabulary:

False friends—words that look similar in two languages but have different meanings—can cause confusion. For example, the Spanish word “embarazada” means “pregnant,” not “embarrassed.”
Learners might also directly translate phrases from their first language, leading to errors. For example, a French speaker might say, “I have 20 years” instead of “I am 20 years old.”

Cultural influences:

Cultural norms around communication can affect how learners use English. For example, in some cultures, it’s considered rude to interrupt or ask questions, so learners might be hesitant to participate in class discussions.

A real-world example:
A Chinese student might say, “I very like English,” because in Mandarin, the word order for emphasis is different. By understanding this, a teacher can gently correct the sentence to, “I like English very much.”

How can teachers support learners from multilingual backgrounds?

Understanding a learner’s language background allows teachers to tailor their approach and provide better support. Here’s how:

Be aware of common challenges:
- Research the typical difficulties faced by speakers of your students’ first languages. For example, Arabic speakers might struggle with English verb tenses because Arabic has a different tense system.
- Use this knowledge to plan targeted activities, such as pronunciation drills or grammar exercises.
Encourage use of first languages:
- Allow students to use their first language as a resource. For example, they can translate new vocabulary or discuss complex ideas in their L1 before switching to English.
- Create a classroom environment where all languages are respected and valued.
Provide clear explanations:
- Explain differences between English and the students’ first languages. For example, if teaching articles (“a,” “an,” “the”) to Russian speakers, explain why they’re important in English.
- Use visuals, examples, and real-life contexts to make these explanations clear.
Celebrate multilingualism:
- Highlight the advantages of being multilingual. For example, multilingual learners often have better problem-solving skills and a deeper understanding of language structures.
- Encourage students to share words or phrases from their first languages with the class.

A real-world example:
In a class with both Spanish and Arabic speakers, you could create a vocabulary activity where students teach each other words from their languages. This not only builds vocabulary but also fosters a sense of community.

Final thoughts

Every learner brings a unique language background to the classroom, and these backgrounds shape how they learn English. By understanding and respecting these differences, teachers can create a more inclusive and effective learning environment.

Whether your students are monolingual, multilingual, or speak a non-standard variety of their first language, your support and guidance can help them succeed. After all, learning English isn’t just about mastering a new language—it’s about building bridges between cultures and communities.

To your CELTA journal

What’s your experience with teaching or learning different varieties of English?
Reflect on your experience teaching learners from diverse language backgrounds. Write in your CELTA journal about the challenges you faced, such as differences in first languages, learning styles, or communication barriers. Share specific examples of how you adapted your teaching to support students from various linguistic backgrounds and the strategies you used to overcome these challenges.

Next lesson: Basic concepts and terminology used for describing reading skills
Previous lesson: Varieties of English