It means seeing students’ language capacities as part of their personal, social and cultural identity and welcoming it as a tool for learning and understanding (Holmen, 2009). This will help children bridge the gap between their home and school and ensure that their cultural and language background is valued as much as that of the majority (Brind et al., This can be a way to validate and signal proficiency in another language and to devise best suited support strategies in language learning for each individual child. Moreover, to acknowledge that a student knows a language other than Danish is a first step towards attaching a value to that knowledge.