Multilingual Early Language Transmission (MELT) - Mercator ...

6. Recommendations and challenges
Language transmission of two or more languages within the family is not self-evident for all
parents involved in multilingual settings, nor for their peer groups (families, friends,
colleagues, neighbours and nurses). In the broader context of social life (education, sports,
cultural associations), and public life (authorities, media) often a double message is emitted:
multilingualism is an asset both for the individual child / citizen and for society, but the
learning and teaching of the national standard language and dominant international
languages are more important than the learning of regional minority or immigrant minority
languages. Mother tongue education often ignores vernaculars, dialects and immigrant
languages, thus fostering assimilation instead of the proclaimed diversity. This phenomenon
influences the beliefs and opinions of young parents, and their behaviour regarding language
transmission and language choice. This research paper as well as the MELT Guide for
practitioners and the parents’ pamphlet has been developed to provide relevant information
to all individuals and relevant organisations involved in multilingual early childhood matters.
6.1 Multilingualism and language maintenance
The idea of plurilingualism of the individual pupil and the overall goal of language
maintenance and development of both the first language/mother tongue and the dominant
language is generally accepted in official declarations and documents.
In 1953, the UNESCO declared the right to the use of the mother tongue for becoming
literate and the importance of mother tongue education being extended to as late a stage in
education as possible. “In particular, pupils should begin their schooling through the medium
of the mother tongue, because they understand it best and because to begin their school life
in the mother tongue will make the break between home and school as small as possible”
(Garcia 2009: 14).
In the European Treaty linguistic diversity is proclaimed. In the White Paper on Education
and Training (1995) multilingualism is described as both ‘a factor of European identity and
citizenship’ and ‘a cornerstone of the knowledge-based society’. In the Lisbon Strategy
(2000) and the Barcelona Council (2004) the idea was promoted that all European citizens
should acquire three languages, the mother tongue plus two community languages.
The Council of Europe in particular has already been working for decades already towards
the promotion and balanced development of plurilingualism – the lifelong enrichment of the
individual’s plurilingual repertoire. This repertoire includes mother tongue and second and
foreign languages which are fostered through education as well as in the informal settings.
The theoretical and practical work of the Council of Europe proves of great value for
educational practice not only, but also for the policy development and program planning of
the European Union. However, all responsible people, parents and practitioners, local and
regional policy makers, are aware of the difficulties and sometimes suffer disappointing
experiences in daily life. They all know: “Policy is about decisions we make, policy is not
written rules, but implementing the decisions!”
A conscious decision on language choice(s), language behaviour of the parents and related
aspects such as reading aloud, singing, books and CDs must be made, implemented, often
defined and sometimes reviewed. In other words: “Acquisition planning to encourage family
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