Sure, I can, but do I want to? Exploring attitudes toward home language inclusion in the classroom: perspectives of primary school students

This work investigates student attitudes towards the use of home languages (HL) in Dutch primary schools, with a focus on multilingualism, and the relationship between proficiency, usage, identity, and attitudes. Additionally, it examines whether language attitudes and identities differ significantly between Dutch and non-Dutch students. An online survey was administered to 38 participants from three classes ranging in age from nine to twelve years old. The survey covered four dependent variables: proficiency, attitudes, usage, and cultural/linguistic identity for both Dutch and HLs spoken at home. Results showed that attitudes toward HL inclusion were mainly neutral rather than positive or negative, raising questions about the strong push for HL inclusion seen in literature on education policy. Indeed, if students do not strongly identify with their home culture, such an approach may be counterproductive, particularly if no language hierarchy exists in their minds. Further longitudinal research is crucial for creating effective programmes supporting multilingual students’ needs while considering individual school/classroom contexts conducive to social and academic outcomes.