ABSTRACT
In most language-awareness materials currently being developed in Britain, some reference is made to minority community languages. This multilingual dimension of language awareness work is seen by educational practitioners as a means of responding to the presence of bilingual minority children in the classroom and a way of bringing languages such as Bengali, Chinese, Gujarati, Punjabi and Urdu onto the classroom agenda. It is also seen as one of the principal ways in which a pluralist perspective can be incorporated into the language curriculum for all children, bilingual and monolingual.
