Strategies of Multilingualism in Education for Minority Children

  • Stef Slembrouck
  • Piet Van Avermaet
  • Koen Van Gorp


Across Western Europe, policy in the context of education for minority children has in the past 20 years increasingly stressed proficiency in and use of the dominant language as a condition for school success (in most cases, this has meant the ‘national’ language). The use of the children’s first language or home language(s) has been valued by policy makers as a cultural marker of identity, but not pedagogically as a didactic asset for learning, or as a ‘scaffold’ for the acquisition of the dominant language (Cummins 2011, 2013; Van Avermaet 2009; Extra and Spotti 2009).


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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Stef Slembrouck
    • 1
  • Piet Van Avermaet
    • 2
  • Koen Van Gorp
    • 3
  1. 1.MULTIPLES, Linguistics DepartmentGhent UniversityGhentBelgium
  2. 2.Centre for Diversity and Learning & MULTIPLES, Linguistics DepartmentGhent UniversityGhentBelgium
  3. 3.Center for Language Teaching AdvancementMichigan State UniversityEast LansingUSA

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