When Classroom Language Feels Like a Foreign Tongue: Understanding Diglossia’s Role in Learning
Imagine sitting in a classroom where the language used in textbooks feels foreign, even though you’ve spoken a version of it your entire life. This is the reality for millions of students worldwide who grow up in communities where diglossia—a linguistic phenomenon where two language varieties coexist—shapes daily communication. While one variety serves as the “high” form (used in formal settings like education or media), the other operates as the “low” form (used in casual conversation). From the Arabic-speaking world to parts of Greece and Switzerland, this divide isn’t just a curiosity—it’s a hidden factor influencing academic success. Let’s explore how diglossia affects school performance and what educators and families can do to bridge the gap.
—
The Double Life of Language
Diglossia isn’t simply about bilingualism. It’s a unique scenario where two forms of the same language exist side by side, each with rigid roles. Take Modern Standard Arabic (MSA), for example. While it’s the language of textbooks, news broadcasts, and official speeches across the Arab world, most children grow up speaking a regional dialect at home. These dialects often differ significantly from MSA in vocabulary, grammar, and pronunciation. Similarly, in Greece, students once navigated between Katharevousa (a formal, archaic variant) and Demotic (the everyday language) until educational reforms simplified the system.
The problem arises when schools prioritize the “high” variety without acknowledging the linguistic skills students bring from their home environments. For many, this feels like learning a second language—but without the structured support ESL programs typically provide.
—
The Cognitive Cost of Switching Codes
Research suggests that diglossia creates a “mental juggling act” for learners. A study published in the Journal of Child Language found that Arabic-speaking children scored lower on reading comprehension tasks in MSA compared to their monolingual peers in non-diglossic environments. Why? Their brains were working overtime to decode unfamiliar grammar and vocabulary, leaving fewer cognitive resources for understanding content.
This cognitive load extends beyond reading. In classrooms where teachers mix formal language with informal explanations, students may struggle to reconcile the two. A teacher in Egypt, for instance, might explain a math concept in colloquial Arabic but assign homework problems written in MSA. For a child already grappling with abstract concepts, this adds an unnecessary layer of confusion.
—
The Confidence Gap
Language isn’t just a tool for learning—it’s tied to identity. When schools dismiss the “low” variety as inadequate, students internalize the message that their home language (and by extension, their cultural background) is inferior. A 2018 study in Cyprus highlighted how Turkish Cypriot students felt embarrassed to speak their dialect in class, fearing ridicule from peers or correction by teachers. Over time, this erodes confidence and participation.
The stakes are higher for marginalized communities. In Paraguay, where Spanish (the “high” language) dominates education, Guarani-speaking Indigenous students often underperform academically. The lack of bilingual programs perpetuates cycles of inequality, as poor grades limit future opportunities.
—
Bright Spots: Schools That Get It Right
Not all diglossic environments hinder learning. Switzerland offers a compelling example. Swiss German dialects thrive in casual settings, while Standard German is used in writing and formal speech. Crucially, Swiss educators acknowledge this divide. Primary schools gradually introduce Standard German, allowing children to build literacy skills without abrupt transitions. By middle school, most students fluidly switch between dialects and the standard form.
Similarly, Greece’s 1976 decision to adopt Demotic as the primary language of instruction closed achievement gaps within a generation. Literacy rates improved, and students felt more connected to classroom material. These successes underscore a key truth: respecting students’ linguistic backgrounds fosters better outcomes.
—
Strategies for Teachers and Parents
1. Validate Home Languages: Teachers can invite students to share stories or idioms from their dialects. This signals that their linguistic heritage matters.
2. Scaffold Transitions: Introduce formal language gradually. For younger students, compare dialect phrases to their standard equivalents (e.g., Egyptian Arabic “ana rayeh” vs. MSA “ana satadhhab”).
3. Leverage Bilingual Resources: Provide side-by-side translations or bilingual dictionaries to reduce decoding stress.
4. Train Educators: Workshops on diglossia’s impact can help teachers identify and address language-related barriers.
5. Engage Families: Encourage parents to read aloud in both language varieties, building bridges between home and school.
—
Rethinking Success in a Multilingual World
Diglossia isn’t inherently a problem—it’s a reflection of rich linguistic diversity. The challenge lies in designing inclusive systems that honor students’ existing knowledge while equipping them with new skills. As globalization intensifies, classrooms will only grow more linguistically complex. By embracing diglossia as an asset rather than a hurdle, schools can transform language divides into opportunities for deeper learning. After all, a child who navigates two linguistic worlds is already a master code-switcher. With the right support, that flexibility can become their greatest academic strength.
Please indicate: Thinking In Educating » When Classroom Language Feels Like a Foreign Tongue: Understanding Diglossia’s Role in Learning