should immigrant children be allowed to use their mother tongue in class?

There has been quite a debate in Germany - with this story from two years ago: Immigrant children must only speak German at schools, conservative lawmaker says

Mario Czaja, secretary general of the Christian Democratic Union, claimed that many immigrants are poorly integrated into society due to insufficient German language skills, and called for new measures at schools. “Care should be taken to ensure that German is the main language spoken in schools. It is not acceptable for languages other than German to be spoken in the schoolyard,” Czaja told the Die Welt newspaper. The senior politician of the Germany’s main opposition party argued that more language experts, social workers and pedagogues should be hired for schools in places where many migrants live.

And indeed at the same time, there was a general push for better language skills: German chancellor calls for regular German language tests in schools

Others would disagree:

Immigrant organizations criticized Czaja’s controversial remarks, which echoed previous suggestions by right-wing politicians, who called for banning speaking of foreign languages in the schoolyard. Berin Arukaslan, co-chair of Turkish parents association in Berlin-Brandenburg, has underlined that speaking mother tongue is a fundamental human right, guaranteed by the constitution.

To what extent should we go the other way and allow immigrants and their children learn their own mother tongue? 'I can't say my own name': The pain of language loss in families - BBC Future

"I discovered how often it happens that bilingually raised children don't speak two languages," explains De Houwer, who is also the president of the International Association of the Study of Child Language. The survey and later studies by De Houwer and others across different countries and languages found that between 12% and 44% of children who grow up hearing two or more languages, actually end up speaking only one language. "Most babies start by learning words in both languages. But when they go to preschool they only continue with one. And why is that? Because suddenly there is only a focus on this one part of them and children soon sense that their other language is worthless. Worthless!"

In my case, there were actually two losses. I didn't learn my mother's native language, Polish, either. When I was growing up, my parents were warned against teaching me Bengali or Polish. They were told that if children learn more than one language simultaneously, they won't learn any of them properly. As if their languages might contaminate the "real" language – in this case, German.

"That's not a thing of the past, unfortunately," says De Houwer, referring to the long-disproven idea that bilingualism might hold children back, or confuse them. In fact, research has shown that bilingual children's speech is not delayed, and their tendency to sometimes mix their languages (known as code-switching, or translanguaging) does not mean they are confusing the two. Rather, it is a sign that they are using their dual vocabulary resourcefully, picking the most appropriate words for any given context...

In 2020, a nine-year-old girl was reprimanded by her teacher for speaking Turkish to her friend in the playground of their school in Germany. As punishment, she was ordered to write an essay titled: "Why we speak German in school." The resulting essay included lines such as: "We are not allowed to speak our mother tongue. So that we improve our German". Her family made a formal complaint with the support of a lawyer, who questioned whether a child speaking English during breaktime would have been punished in the same way. There is a saying among Germans of Turkish ancestry: Turkish isn't a language you learn, Turkish is a language you forget as quickly as possible.

When my hometown in Germany, Düsseldorf, put up a street sign in Arabic as part of a celebration of multilingualism, it was smeared with racist graffiti, and attracted online comments demanding that "they" should learn German. While a street sign in Japanese that was put up at the same time was fine.

What explains this dramatic difference in how languages are valued?

Research suggests that it's often not about the languages at all – but about social attitudes, especially to immigration.

"[In Germany] immigration is still viewed as the exception to the rule, as not normal. Children who speak another language at home are seen as children who don't speak German at home," Mark Terkessidis, a well-known author in the field of migration and racism studies and member of the Academie der Künste der Welt, the academy of the arts of the world. "So when these kids come to school there's a focus on the deficit and not on the resource."

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Lexical Lab: learn languages with an online teacher through everyday english and common words, chunks, idioms, phrasal verbs, phrases and expressions used in spoken language

Experienced teachers Hugh Dellar and Andrew Walkley have put together an online learning and teacher-training platform: Language Learning and Teacher Development | Lexical Lab

As this intro video says, it "looks at everyday English and common words, chunks, idioms, phrasal verbs, phrases and expressions used in spoken English".

Yes, it's using the lexical approach to learning a language!

There are very positive opinions about the site and service: Lexicallab Reviews | Read Customer Service Reviews of lexicallab.com.

They've got a blog.

And they've got a mailing list.

Looking at more about Lexical Lab, we learn that:

We have written one five-level General English coursebook series: Innovations, which was nominated for ESU award and two ELTons, and one six-level series, Outcomes, which is now in its third edition and has received widespread acclaim.

As trainers and methodologists, we have been strongly influenced by lexical views of language and by practice derived from lexical approaches to language. This led us to write a methodology book, Teaching Lexically, part of Delta Publishing’s multi-award-winning teacher development series.

To finish, here's the Hugh Dellar Interview - Teaching Lexically, Lexical Approach LEGEND! - YouTube

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how government policies on migration impact language schools in the uk

It seems rather too easy for governments to bring down 'migration' numbers by bringing down the number of foreign students - and this is having an effect.

In May of this year, the future of English language schools were in limbo after Starmer's visa crackdown:

English language schools fear they will go bust following the Government’s visa crackdown. Monday’s immigration white paper called for a review of short-term student visas, a route allowing those 16 and over to study an English language course in the UK for a duration longer than six months but no more than 11 months, over discrepancies in rejection rates. The review has left uncertainty for the ELS sector over fears it could be scrapped or severely restricted.

At the time, the UK government put together a press release, that its immigration white paper is to reduce migration and strengthen border - and at the same time it put together its evidence for the policy in its Student route evaluation (wave 2):

In May 2024, the Government introduced several policy changes designed to limit the number of student arrivals in the UK. The Home Office is keen to build an evidence base on the Student route to inform future policy and underpin assessments of economic impact.

This was the response from the ELT/ESOL sector: Breaking: UK Graduate Route reduced to 18 months under immigration white paper and Why ESOL Funding Must Address UK's Language Learning Crisis

With more from the wider press: Skilled visa rules, deportations and higher fees: what’s in the immigration white paper | Immigration and asylum | The Guardian

The latest news this week in the E L Gazette looks at how UK political shifts are impacting the English Language sector:

At the Labour Party conference, Home Secretary Shabana Mahmood announced a plan to consult on new, tougher conditions for migrants seeking permanent residency, including learning English to a high standard. This proposal is expected to sharply increase demand for ESOL courses and accredited language testing, as failure to meet these standards may mean migrants are not automatically entitled to remain in the UK...

Speaking to The Times last week, Chancellor Rachel Reeves also advocated for an “ambitious” youth migration deal with the European Union (EU) to boost the economy. The scheme could allow EU nationals aged 18 to 30 to stay for two or three years, a move seen as a major opportunity for the ELT sector.

So, is this 'good news' for the ELT/ESOL sector?

Here's more analysis from the wider media: Migrants told to learn English, avoid crime, and volunteer to stay in Britain, Home Secretary to say | LBC

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clichés, pragmatics and how we use language to connect us beyond the actual words used

What is the purpose of language? Do words carry meaning? Is language communication?

These are questions Michael Rosen looks at in his excellent weekly programme on BBC Radio 4 - and this week, it's: Word of Mouth - It's not what you say, it's how you say it - BBC Sounds

Michael Rosen on the linguistic comfort food of clichés, pragmatics and how we use language to connect us beyond the actual words used. Derek Bousfield explains how words do more than carry meaning: context governs what we say and how it’s understood. Dr Bousfield is Reader in Pragmatics and Communication and Co-Director of The Manchester Centre for Research in Linguistics and co-author of Talking in Clichés: The Use of Stock Phrases in Discourse and Communication.

They look at Pragmatics - how we say things beyond what they literally mean - for example "How are you?" is not asking about your health/problems: Jay Doubleyou: pragmatics: it ain't what you say it's the way that you say it

Language is not literal! Especially in conversation, which is guided by culture and context.

Language is non-direct - for example: "Why don't we have a coffee some time?" is not making a specific arrangement to meet. Another example: "We'll see how it goes" means I don't agree with you but I don't want to talk about it any more. 

The British love understatement or litotes - which are codes to build rapport.

There is the world of clichés - and comedians such as Peter Kay enjoy playing with them. We use them all the time to connect people -  and that "we are all on the same page", to use a cliché.

We live by metaphors: Metaphors We Live By - Wikipedia [metaphor is a tool that enables people to use what they know about their direct physical and social experiences to understand more abstract things like work, time, mental activity and feelings.] and Metaphors We Live By: George Lakoff and Mark Johnson - YouTube [Lakoff and Johnson argue that metaphors aren’t just poetry, but a fundamental part of our brain conceptual system. That is, they’re central to the way we perceive ourselves, others, and the world.]

A favourite example from Prof Bousfield is 'literally': Urban Dictionary: literally

And a favourite from Michael is 'the bottom line': BOTTOM LINE definition and meaning | Collins English Dictionary and What does ‘bottom-line’ mean here? : r/EnglishLearning

The word 'cliché' comes from French: Cliché - Wikipedia

To finish this look at the programme, here's Derek Bousfield's book: Talking in Clichés: The Use of Stock Phrases in Discourse and Communication: Amazon.co.uk: Bullo, Stella: 9781108458139: Books

For decades, social perspectives, and even academic studies of language, have considered clichés as a hackneyed, tired, lazy, unthinking and uninspiring form of communication. Authored by two established scholars in the fields of Systemic-Functional Linguistics and Discourse Studies and Pragmatics, this cutting-edge book comprehensively explores the perception and use of clichés in language from these complementary perspectives. It draws data from a variety of both written and spoken sources, to re-interrogate and re-imagine the nature, role and usage of clichés, identifying the innovative and creative ways in which the concepts are utilised in communication, interaction, and in self-presentation. 

Observing a rich, complex layering of usage, the authors deconstruct the many and varied ways in which clichés operate and are interdependently constructed; from the role they play in discourse in general, to their functions as argumentative strategies, as constructs of social cognition, as politeness strategies, and finally as markers of identity.

And here's a look or two at clichés:

What is a cliché? Check out this list of examples.

SUPER IMPORTANT EXPRESSIONS | Clichés in Spoken English - YouTube

See also:

Jay Doubleyou: pragmatics

Jay Doubleyou: juergen habermas: communicative rationality and deliberative democracy

Jay Doubleyou: ambiguity is everywhere in englsh

Jay Doubleyou: behaviourism >>> krashen... pinker... skinner... chomsky

Jay Doubleyou: small talk, phatic communication and the games people play

Jay Doubleyou: english is not transparent

Jay Doubleyou: writing with register: a lesson in using different levels of 'politeness'

Jay Doubleyou: what is 'politeness' and how can we teach it?

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embracing digital creativity in the esl/esol/tefl classroom

We can worry about replacing teachers with AI - or we can 'embrace' the technology:

How teachers say they're embracing AI in the classroom - ABC News

AI in the Adult Classroom: how to embrace personalised learning without losing control

The latest E L Gazette looks at how we might do this:

Firstly, then: What’s the real issue? AI or the task itself?:

In this exclusive interview, Fabio Cerpelloni sits down with Sophia Mavridi, a digital learning consultant, teacher educator, and senior lecturer specialising in educational technology, to discuss the role of AI in language education. Drawing on her research and classroom experience, Sophia highlights the importance of critical engagement with AI tools, the need to educate teachers – not just students – about technology, and the challenges and opportunities that come with integrating AI meaningfully into teaching and learning.

And then: Using digital tools to spark conversation in the EFL world:

Creativity fuelled by digital technology is transforming how EFL students learn, adapt, and connect with new languages and cultures. Henry Huang, an EFL teacher and digital humanities researcher, explains why.

Creativity in the classroom goes beyond artistic expression. It also plays a vital role in helping students develop problem-solving skills, critical thinking, and adaptability which is especially important for learners navigating new languages and cultural settings. Task-based learning (TBL) and project-based learning (PBL), which emphasise real-world tasks and collaborative learning, naturally support creative thinking. While these approaches may be well-established in some education systems, others are still working to meaningfully integrate them within the constraints of traditional structures and exam-oriented priorities.

In countries where high-stakes exams strongly influence teaching, education often focuses more on test preparation than on creativity or communication. Since speaking skills are not always prioritised in national exams, traditional methods like rote memorisation and grammar translation tend to persist. Though creativity is widely acknowledged as the pinnacle of the learning process (as seen in Bloom’s Taxonomy), integrating it meaningfully into English education remains a work in progress in many classrooms.

In education systems where digital tools are increasingly present, technology plays a growing role in shaping the EFL learning experience. It opens up new ways to engage learners in multimodal, interactive tasks that foster both language development and creativity. Whether it’s students designing visual projects, collaborating on video assignments, or reinforcing vocabulary with gamified apps, technology can support a richer learning experience than traditional methods often allow.

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algospeak: how social media influences the way we talk

As google AI tells us, in an easy definition of algorithms:

In simple terms, an algorithm is a set of step-by-step instructions for completing a task or solving a problem. These instructions are ordered and precise, like a recipe for baking a cake or the steps to making a peanut butter sandwich, and are used by computers and humans to achieve a specific outcome from a given input

Or, when it comes to algorithm: meaning in computer:

Sorting data: An algorithm can define the steps to sort a list of numbers in ascending order.

Finding a path: An algorithm can determine the shortest route on a map by calculating and comparing various paths.

Social media feeds: Algorithms in social media platforms analyze user data to recommend content, though these often involve heuristics (rules of thumb) rather than strictly correct solutions, as noted in Wikipedia.

What about algorithms and language?

Dale Shaw writes for the New World weekly magazine and has written a review of the new book  Algospeak, the language of the machine:

We invented algorithms to sort our words. Now the algorithms are teaching us how to speak

There is one meaning of this word Algospeak - Wikipedia:

In social media, algospeak is a self-censorship phenomenon in which users adopt coded expressions to evade automated content moderation.[1][2] It is used to discuss topics deemed sensitive to moderation algorithms while avoiding penalties such as shadow banning, downranking, or de-monetization of content

But it's also Algospeak (book) - Wikipedia:

Algospeak: How Social Media Is Transforming the Future of Language is a 2025 non-fiction book by linguist and content creator Adam Aleksic, known online as Etymology Nerd. It explores various linguistic phenomena on the internet, including algospeak, internet slang, and linguistic innovations driven by social media algorithms.[1][2][3]

The book primarily argues that the internet and social media are driving many of recent linguistic innovations, and even crossing over to the offline world.[4] The book covers how social media algorithms—the system that determines which content will be shown to the user—drive content creators to optimize their expression for greater reach.[1] Aleksic argues for an expanded definition of algospeak to encapsulate this new way of social media-influenced expression, going beyond its original definition of the use of coded expressions to evade automated content moderation.[1]

Here are a couple of book reviews (registration needed!

In ‘Algospeak,’ Adam Aleksic, a.k.a. Etymology Nerd, writes about the ways social media is changing language - The Washington Post

Two Savvy New Books Offer Hope For the Terminally Online - The New York Times

And here's a good list of more:

All Book Marks reviews for Algospeak: How Social Media Is Transforming the Future of Language by Adam Aleksic Book Marks

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musical rhythm and learning a language

What's the relationship between music and language?

Jay Doubleyou: it ain't what you say, it's the way that you say it: intonation and functional language

In a piec on tuning the brain to language in he latest E L Gazette, Gill Ragsdale looks at how "research reveals that musical rhythms matching a language’s natural beat can significantly enhance how the brain processes speech, strengthening the case for rhythm-based teaching":

Musical rhythm may boost the processing of speech in the brain—but only when the rhythm matches the language, according to new research from the Basque Center on Cognition, San Sebastian, Spain, by Laura Fernández-Merino and colleagues.

The positive impact of musical training on language learning and proficiency is well-documented but the neural processes underpinning this effect remain mysterious. Both language and music are human universals found in every culture around the world and this study focussed on something shared by both: rhythm.

Here's the original research: Human Brain Mapping | Neuroimaging Journal | Wiley Online Library

These ideas have been around for a long time, whether in the mainstream media: Feel the beat: how rhythm shapes the way we use and understand language | Languages | The Guardian

Or in the industry: How Musical Rhythm Can Aid with Learning | The Science of Sound for Kid's - Holiday and Term-Time

Here's a view from a psychologist: The Relationship between Music and Language

And to finish, here are a cuople of TED Talks: 

Music as a Language: Victor Wooten at TEDxGabriolaIsland - YouTube

Interplay Of Music, Language, And Emotion In The Brain | Julia Howe | TEDxLickWilmerdingHS - YouTube

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