The Place of Learners' Languages in Literacy Programs: Bringing learners' home languages in through the school gate

Learners' languages are often an ignored aspect of mainstream classroom literacy programs. Many school literacy programs focus on English, without any consideration of the linguistic capabilities of learners, across a diversity of languages, may bring to the classroom. This article challenges the assumption that literacy means English literacy and highlights the benefits and added value of incorporating learners' additional languages and semiotic resources from these other languages and associated cultures, into classroom literacy programs. The inclusion of a 'Languages' core course in the pre-service teacher Bachelor of Education program at RMIT University is discussed, along with practical strategies for bringing learners' home/additional languages into classrooms. By challenging the definition of literacy and identifying where learners' additional languages can play a role, and the benefits of doing so, it is hoped that they are no longer left at the school gate, and can instead contribute to overall literacy development.