The learner's voice: exploring bilingual children's selective language use and perceptions of minority language competence

Abstract

Previous studies have demonstrated how primary-school-aged children learning a minority language at school revert to the use of their dominant L1 in peer–peer situations, both within and outside the classroom. Identifying the cause of this pattern is central to language policy strategies and initiatives across many minority language regions, and requires a consideration of the pupil's own perceptions on the issue. This study examined the views of 98 primary-school-aged children attending schools in four counties of Wales. All children were from English-dominant homes and between the ages of 8 and 11. All children attended schools that taught predominantly through the medium of Welsh. Their attitudes towards speaking and using Welsh and English, their beliefs about the linguistic opportunities afforded to them at school, and their perceptions of their own linguistic abilities were collected via questionnaires and focus group interviews. Whilst their attitudes towards Welsh and English were generally positive, their perceptions of the opportunities to use Welsh in a supportive and sympathetic context, and their own perceptions of their linguistic abilities in Welsh, varied across the different counties in Wales. The implications of the findings, particularly in relation to effective language policy strategies in minority language contexts, are discussed.

Keywords:

• bilingual education
• peer interaction
• communicative competence
• classroom interaction
• minority language
• language choice

Acknowledgements

We extend our gratitude to Emily Roberts for her assistance in the preparation of this paper and to the schools and children who participated in this study.

Notes

1 The classification of schools as ‘Welsh-medium’ followed the following source: Welsh Assembly Government (2007). Defining schools according to Welsh medium provision. Information document No: 023/2007. Department for Children, Education, Lifelong Learning and Skills.

2 Children were only exposed to the statements on the questionnaire, where each statement was written in a child-friendly manner. The themes as presented here as research questions were never articulated to the children.

Additional information

Funding

This research was funded from January to September 2011 as an independent piece of research by the Welsh Government's New Ideas in Social Research Fund and, as such, does not represent Welsh Government views. Subsequent funding was received from the Coleg Cymraeg Cenedlaethol's Small Grants Fund to cover transcription costs. We are very grateful for their support.