The research conducted focuses on children's use of
multiple languages in their natural environments at
home and at school. The study examined factors that
triggered use of, and fluency in multiple languages, and
how fluency in different languages related to thought
processes, communication, and school performance.
Parents’ and Teachers’ views were the main sources of
information. Data were collected in 3 schools from
Kilimanjaro, and Arusha in Tanzania. The 3 schools
were determined to include multilingual children; with
all languages (two or more) being used on a regular
basis. The data included parent questionnaire
responses, parent interview notes, and teacher
observation notes and tallies/frequency counts of
multilingual children’s instances of clear
communication using multiple languages. during class
interactions. Multilingual children’s school
performance was determined from existing test scores
in four selected school subjects, English, Kiswahili,
Math and Science. These subjects were considered to be
key subjects in the school curriculum. The study results
revealed school-related, and family-related factors that
triggered and supported childhood multilingualism,
parents’ and teachers views on multilingualism and its
role in children’s thought processes, communication,
and school performance in the key subjects.
The Version of Record (VoR) of this Author Manuscript has been published and can be accessed using the DOI below.
Literacy Information amd Computer Education Journal
Mushi, Selina L.P., "Multilingualism in Young Children: Parents' and Teachers' Views on Effectiveness of Communication and School Performance" (2021). Teacher Education Faculty Publications. 6.