The Impact of Learning Kurdish ‘Mother-Tongue’ in London on Mainstream Education

  • Sheelan Shakir Kadir Department of General Education, College of Education and Languages, Lebanese French University, Erbil, Iraq
Keywords: Mother-Tongue, Supplementary, Mainstream Education, Community, Cultural Studies.


This study investigates the impact of a group of Kurdish children learning their mother-tongue, in two Kurdish Saturday schools in North London, and particularly the impact on the children’s integration into mainstream schooling. There are some historical issues surrounding ethnic minority children’s education that have been labelled as problematic towards their educational achievements in the United Kingdom. The responsibility of teaching the mother-tongue to those children takes place formally in supplementary or Saturday schools in their community rather than in mainstream schools. Many researches have revealed that learning their mother tongue is beneficial for children in general. In particular, this research focuses on the impacts on Kurdish children in mainstream education, since the number of children from diverse backgrounds is increasing, including the number of children from the Kurdish community. Mixed method research has been undertaken to examine this issue, including a semi- structured questionnaire and group interview used to collect data, as this research depended on students’ as well as parents’ views in integrating their child in some state schools. The findings revealed that learning the mother-tongue is beneficial for children from diverse backgrounds and that supplementary schools play a vital role in learning the mother-tongue on children’s attitude in mainstream education.


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How to Cite
Kadir, S. (2021, June 30). The Impact of Learning Kurdish ‘Mother-Tongue’ in London on Mainstream Education. UKH Journal of Social Sciences, 5(1), 73-81.
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