Mother Tongue Instruction: Education Law, Policy, and Social Justice

Introduction: Mother Tongue, Identity, and Learning

The population of students receiving instruction in a language other than their mother tongue is growing as a consequence of increased migration. As Bingol (2012) points out, "migration and language are clearly linked issues… because the language of instruction in the schools is different from the language spoken at home, some arrangements must be done for these children in these bilingual situations" (p. 1016). A considerable body of research indicates that learners comprehend curriculum more effectively when learning is firmly rooted in their mother tongue — a finding that is especially significant in early education. In one such study, mother tongue was identified as a key factor in advancing the learning abilities of children in early childhood classrooms (Awopetu, 2016). Students also tend to develop more positive attitudes toward school when instruction has a strong mother tongue foundation. There is, therefore, sufficient basis for maintaining a learner's mother tongue as the primary language of instruction, particularly at the onset of schooling.

In seeking to assess a subject of this nature, it is prudent to first supply a concise definition of the term mother tongue. In basic terms, mother tongue refers to one's native language or first language. It should, however, be noted that the term is not limited to its linguistic aspects alone. Mother tongue should also be understood from the perspective of a child's cultural and social identity, and it is this broader meaning that will be embraced throughout this discussion.

English remains the most widely spoken language in the global context; however, the list of widely spoken mother tongues is extensive. In the context of globalization and shifting population dynamics, some mother tongue languages are spoken more widely than others. Examples include — but are not limited to — Vietnamese, French, Korean, Wu Chinese, German, Japanese, Russian, Portuguese, Arabic, Hindi, Spanish, and Mandarin Chinese. In matters of education, mother tongue is of great relevance, particularly given that key competencies — including interpersonal skills and critical thinking — are developed simultaneously with its acquisition. When students transition to formal education, they carry these skills with them, and those skills are essentially intertwined with their first language.

To illustrate this point: a person may reinforce their understanding of a particular word by associating it with specific contexts. When this abstract skill is learned through the mother tongue, applying it through a second language can be difficult, and the skill may need to be relearned. From an educational standpoint, mother tongue also serves as a foundation upon which other languages can be mastered. The social and cultural identity of a child should not be disrupted, as doing so can cause discomfort, interfere with the learning process, and negatively affect self-worth and self-esteem. There is evidence indicating that learners are more comfortable in instructional environments that promote mother tongue as a language of instruction. In the words of Ozfidan (2017), "mother tongue education has a crucial role in ensuring school attendance, raising the quality of education, and integrating children into society" (p. 15).

Language Rights and the U.S. Education System

The expansion of education access through the promotion of language rights — with a view to advancing the learning agenda — has been a contentious issue in education circles for a significant period of time. This is especially true regarding the instructional formats that ought to be advanced in pursuit of education rights for immigrant populations in the United States. The U.S. education system largely focuses on offering competent public education; however, competency does not necessarily mean being responsive to the needs of students for whom English is not their first language. This effectively means that the growing immigrant population is likely to have its need for key language resources overlooked, as has historically been the case.

Despite the existence of a framework for expanded access through various programs and policies, Sahin (2018) argues that these do not carry the adequate pertinence or emphasis required to advance the language rights agenda. With the U.S. increasingly becoming a multilingual society, Sahin (2018) contends that the importance of advancing linguistic diversity in classroom settings cannot be overstated, particularly given that linguistic diversity and multiculturalism are central concerns in the realm of social justice. These issues are especially relevant when considered from the perspective of the new global economy as it relates to immigration, language, and education policy.

The arguments presented here are tied to the broader struggle for the promotion of education access for America's immigrant populations and their language rights. As a land of opportunity, the United States welcomes those who come from other countries and bring their own cultural and linguistic identities. Although public education is offered to all, the U.S. education system — as presently constituted — fails to embrace the language and cultural needs of immigrant populations (Peyton, 2015). When those needs are not addressed, these communities lack access to the cultural and language education resources needed to promote knowledge acquisition. At present, the American education system is firmly rooted in language ideologies and instructional formats that are English-only.

Indigenous Populations and International Frameworks

To some extent, the ethnic minorities who find themselves in the U.S. have already been victims of violent and systemic exclusion in their home countries and therefore have not had access to quality and equal educational opportunities before arriving. Public education in the U.S. ought not to compound this disadvantage. As Bingol (2012) notes, "the success of the permanent population (supported by effective mother tongue instruction) with migration background would be a positive contribution to the host countries." Language is also one of the most important factors affecting early education. In the instruction of young learners, the use of mother tongue promotes confidence in sentence construction and comprehension of abstract concepts (Awopetu, 2016). Studies have consistently indicated that there are unique benefits when schooling commences in the mother tongue and then progressively transitions to additional languages such as English. As Awopetu (2016) states, "using a mother tongue in early childhood classroom [is] effective in fostering children's learning abilities" (p. 58). There is, therefore, a compelling case for mother tongue to serve as the primary medium of instruction during the early stages of elementary education.

The plight of Native American peoples cannot be overlooked in this context. From their perspective, most ethnolinguistic minority education initiatives have been largely oppressive. As McMahon, Griese, and Kenyon (2019) point out, the education offered to these minorities has been largely oriented toward assimilation, which has been the defining feature of schooling in these contexts. For these populations, there is a need to ensure that pedagogical approaches are developed that progressively advance the educational agenda for children who are linguistically or culturally diverse. This does not require educators to promote indigenous knowledge by stepping outside of their own languages. What is needed is a holistic framework that incorporates indigenous heritages and languages in an affirming way.

The UN Declaration on the Rights of Indigenous Peoples affirmed the right of indigenous peoples to exercise significant control over their systems of education. Alongside this affirmation, the declaration proclaimed that education could be provided in a format consistent with indigenous peoples' language and cultural systems. It further states that, in offering education, states must not implement policies that could be deemed discriminatory toward the aspirations, histories, traditions, and cultures of indigenous populations. It therefore follows that the provision of mother tongue instruction to indigenous students is directly supported by this international framework. Although this has been implemented to some extent, policy shifts at the national level are still needed. As Philips (2015) observes, UN declarations, "while not binding on states, often receive such widespread support that their principles are deemed part of customary international law and/or of the general principles of law recognized by civilized nations" (p. 77).

Conclusion: Toward Equitable Mother Tongue Education

In the final analysis, it should be noted that the world of today is a global village. Success is no longer a function of familiarity with a single dominant language. Those most likely to succeed in an integrated society are those who can communicate effectively and draw on their cultural backgrounds as a resource. At present, English-learner achievement appears to be the primary focus of the system, and language acquisition remains largely confined to ESL programming.