Multilingualism in Primary Classrooms in Scotland: A Growing Challenge and Opportunity
CITATION: Egerton, C. (2024), ‘Multilingualism in primary Classrooms in Scotland: A Growing Challenge and Opportunity’, Journal of Social Science Student Research, Volume 2, DOI:
Abstract:
Multilingualism in Scottish primary schools has surged in recent years, reflecting the increasing diversity of the student population. This paper examines the prevalence of home languages other than English, the cognitive and social benefits of multilingualism, and the challenges faced by educators in managing linguistically diverse classrooms. Using data from the 2023 Scottish Schools Census and recent literature, this study identifies the gaps in initial teacher education and resources, focusing on the challenges surrounding the implementation of the 1+2 Language Strategy. Finally, it calls for a change in Initial Teacher Education (ITE) to better equip teachers to support multilingual students.
Keywords: multilingualism, 1+2 Language Strategy, Initial Teacher Education (ITE), pre-service teachers
Multilingualism in Scottish primary classrooms has become increasingly prevalent, reflecting the growing diversity of the country’s population. In these classrooms, children speak a wide range of languages at home, including Polish, Urdu, Arabic, Mandarin, and Gaelic. The latest 2023 Scottish Schools Census reports that over 12% of primary school pupils speak a language other than English at home, a figure that highlights a marked increase from 2018 when 6.5% of primary pupils were reported (Scottish Government, 2023). This rise in linguistic diversity underscores the rich multilingualism present in Scottish schools today.
Embracing multilingualism is essential for Scotland for several reasons. First, it fosters inclusion by ensuring that children from diverse linguistic backgrounds feel valued and supported in the classroom. Additionally, multilingualism enhances cognitive skills, such as problem-solving and creativity, which benefit all students, not just those who are multilingual (Källkvist et al., 2022). Promoting multilingualism also aligns with Scotland’s international outlook, preparing students for a globalised workforce where proficiency in multiple languages is a significant asset. Multilingualism offers lifelong benefits, enhancing cognitive abilities, cultural awareness, and social skills. Studies show that multilingual individuals have improved memory, problem-solving skills, and mental flexibility (Senda, 2020). Learning multiple languages can delay the onset of dementia and age-related cognitive decline (Gallo et al., 2022). Multilingualism enriches personal and professional life, making it a valuable lifelong asset.
Current research on multilingualism in Scottish classrooms reveals both the increasing linguistic diversity and the challenges associated with it. Studies consistently demonstrate that multilingualism offers cognitive, social, and cultural benefits, such as improved problem-solving abilities and greater empathy among students (Kanaki, 2020). However, despite these benefits, the support systems available to teachers in managing multilingual classrooms are often not enough. Research points to gaps in teacher preparedness and a lack of adequate resources to cater to the needs of multilingual students (Valdera Gil and Crichton, 2018). One of the key issues lies in the implementation of policies like Scotland’s 1+2 Language Strategy, which aims for students to learn two additional languages alongside English (Hancock and Hancock, 2021).
While the 1+2 Language Strategy is a well-intentioned policy, research indicates that many teachers feel ill-equipped to implement it effectively (Kanaki, 2021). Kanaki (2021) reports frequently highlight insufficient ITE training and professional development opportunities, limited time, and inadequate resources as major barriers to successful implementation. Teachers are often expected to deliver policy without receiving the necessary support to address both the demands of multilingualism and the additional language requirements (Valdera Gil and Crichton, 2018). While it is important to recognise that this is not unique to modern foreign languages, this disconnect between policy and classroom practice risks undermining the potential benefits of language learning initiatives.
Within my own research, it was highlighted that pre-service teachers often felt they lacked the necessary skills and confidence to promote multilingualism. They noted a lack of confidence when it came to their competency and one participant felt that they would “do more harm than good” if they were to embrace a multilingual classroom (Egerton, 2024). To address these issues, there is a pressing need to rethink Initial Teacher Education (ITE) programmes. Pre-service teachers involved in my research discussed how current ITE curricula often fail to sufficiently prepare teachers to work in linguistically diverse classrooms or to implement policies such as the 1+2 Language Strategy. Participants also called for updated teacher education programs that place a stronger emphasis on multilingualism, language pedagogy, and cultural competence. By equipping new teachers with the skills and confidence to embrace linguistic diversity, Scotland can better support its growing multilingual student population and bridge the gap between policy and classroom practice (Valdera Gil and Crichton, 2018).
Promoting multilingualism offers Scotland the opportunity to cultivate a more inclusive education system that celebrates linguistic diversity, enhances academic outcomes, and prepares children to succeed in an increasingly multicultural world. Schools have the potential to encourage language learning and integration, transforming classrooms into spaces where all languages are respected and seen as assets rather than barriers.
Reference list
Egerton, C. (2024). An exploration into pre-service teachers’ readiness to develop multilingualism in primary classrooms. Undergraduate Thesis. pp.30–32.
Gallo, F., DeLuca, V., Prystauka, Y., Voits, T., Rothman, J. and Abutalebi, J. (2022). Bilingualism and Aging: Implications for (Delaying) Neurocognitive Decline. Frontiers in Human Neuroscience, 16. doi:https://doi.org/10.3389/fnhum.2022.819105.
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Källkvist, M., Sandlund, E., Sundqvist, P. and Gyllstad, H. (2022). Interaction in the Multilingual Classroom. DIVA, [online] pp.836–868. Available at: https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1608841&dswid=-2331 [Accessed 16 Oct. 2024].
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Valdera Gil, F. and Crichton, H. (2018). Mother tongue plus two languages: are Scottish primary teachers confident to deliver? The Language Learning Journal, 48(4), pp.1–15. doi:https://doi.org/10.1080/09571736.2018.1448430.