“Early Childhood Educators should speak English at work and shouldn’t speak to each other in their home language, especially in front of children & other Educators who don’t understand what they are saying. they are being exclusive!”

We’ve been working in this field for decades, and sadly, there are Early Childhood Educators that still believe that bilingual Early Childhood Educators should not communicate with each other in their home language while at work. We however disagree and think it is appropriate and beneficial when used respectfully and appropriately.

1. It supports effective communication and teamwork.
Bilingual educators may communicate more clearly, accurately, and efficiently in their home language—especially in time-sensitive situations (e.g. safety, wellbeing, routines). Clear communication improves teamwork and reduces misunderstandings.

2. It models respect for linguistic diversity.
Allowing educators to use their home language reflects the same values of inclusion, diversity, and respect that early childhood settings aim to teach children. It demonstrates that all languages are valued, not just English.

3. It aligns with inclusive practice and anti-bias principles. Discouraging educators from speaking their home language can feel exclusionary or discriminatory. Inclusive workplaces recognise language as part of identity and promote equity rather than enforcing assimilation.

4. It strengthens cultural competence & responsiveness in the service.
When bilingual educators feel safe and respected, they are more likely to share cultural knowledge, support families from similar backgrounds, and contribute meaningfully to culturally responsive practice.

5. It benefits children and families.
Children who hear multiple languages in their environment develop: positive attitudes toward diversity;
early language awareness;
a sense of belonging, particularly for children from multilingual homes;
Families also feel more welcome when their language and culture are visibly respected.

6. It supports educator wellbeing and retention.
Allowing staff to speak their home language with colleagues:
reduces stress and emotional fatigue;
builds connection and peer support;
increases job satisfaction.
This directly impacts staff retention and morale, which benefits the service overall.

7. There is no regulatory requirement to restrict staff languages.
The NQS & EYLF do not prohibit educators from speaking their home language with colleagues. The frameworks do not prohibit the use of languages other than English among staff. In fact, they actively promote:
respect for diversity;
inclusive environments;
positive workplace relationships.
Restricting Educators from using their home language may contradict these principles and risk creating an exclusionary or inequitable workplace culture.
As long as professional expectations are met, language choice is not a compliance issue.

8. Professional boundaries can still be maintained.
It is reasonable to expect that:
English is used for documentation, formal meetings, and when communicating with children or families who do not share the language;
Home languages are used appropriately and respectfully, not to exclude others.
This is about balance, not restriction.

9. Prohibiting home languages sends the wrong message. Banning or discouraging Bilingual Early Childhood Educators from speaking their language can:
Undermine the service’s inclusion philosophy;
Contradict multicultural values;
Negatively impact trust and workplace culture;
Children learn as much from what we model as from what we teach.

10. Inclusion must apply to adults too.
Early Childhood Services advocate for belonging and cultural identity and safety for children. These same principles should extend to Educators.  When staff feel respected and valued, they are better positioned to create warm, inclusive, and culturally responsive environments for children and families.
Furthermore, a truly inclusive service supports the whole community—children, families, and staff.

NQS and EYLF Alignment
National Quality Standard
QA1 – Educational Program and Practice: Promotes inclusive, responsive environments.
QA4 – Staffing Arrangements: Supports respectful professional relationships.
QA6 – Collaborative Partnerships with Families and Communities: Values cultural and linguistic diversity.

EYLF (Version 2.0)
Belonging, Being and Becoming
Respect for diversity
Children learn through relationships and everyday interactions Supporting educators’ linguistic identities strengthens authentic inclusive practice.