ABSTRACT
In some countr ies, some schools and pre-schools offer special teachers several hours a week for groups of immigrant children or those who have a language other than the majority language at home. In other countr ies the immigrant communities may organise a Saturday school where a native teacher helps the children with the minor ity language. This kind of teaching is often aimed at establishing or improving literacy in the minority language. Unfortunately, it is not available to all children. Many children are completely without any kind of suppor t in the community for their minority language. In this case it is up to the parents to help their children and to nurture their linguistic development as well as they are able. Appendix B contains suggestions for supporting a child’s minority language with others in play-groups and Saturday schools.
