#6 Teaching Multilingual Children

In his essay "Aria," Richard Rodriguez shares his experiences as a Mexican immigrant in an American school. He describes how the nuns at his new school expressed concerns about his English language skills to his parents. They suggested that he and his family speak more English at home. Richard explains how this change affected his family, as they became more Americanized and lost touch with their culture. Although it's great that children can learn English quickly, it is sad that they often lose their native language in the process. Richard became more confident in speaking to his peers in the classroom, but ideally, it would be best to preserve both languages. Children can be immersed in the language at school and with their peers, making it easier for them to learn.

It's great to hear that the educators featured in the video "Teaching Bilinguals (Even if you are not one)" were able to create a safe and comfortable space for students from different backgrounds. It's important to preserve students' cultures and backgrounds, and this can help them feel valued and included. By using students' language backgrounds as resources in their learning, these educators were able to make learning more engaging and effective. It's also fantastic that they used books featuring multicultural and multilingual characters to build empathy and understanding among students. Creating an open environment in the classroom is so important, as it can help students feel more confident and less afraid to ask questions. It's inspiring to hear these teachers use translanguaging in their classrooms to support students' learning.

Find more Resources on using translanguaging in the classroom 

In Virginia Collier's writing "Teaching Multilingual Children," she outlines seven guidelines to improve the teaching of English as a second language so that learners can have an enriching experience while still staying connected to their native languages. The third statement in the list caught my attention. It suggests that one should not teach a second language that might replace the first language. However, this contradicts the method that Richard Rodriguez shared in his story "Aria." Collier proposes that a diverse classroom should adopt the bi-dialectism approach. This approach prioritizes the use of home dialects and mastering the language that is used in formal schooling. She goes on to suggest that teachers should welcome different dialects from their students and help eliminate the social bias that language minority students face. Teachers should recognize the benefits of having multiple ways of talking in the classroom, as we know that English and all other languages are in a constant state of change. Collier discusses the concept of code-switching, which is when individuals use two languages interchangeably in speech. This method is effective because it allows for dynamic and structured communication that displays an integrated and sophisticated use of both languages. Collier advocates for the use of code-switching in the classrooms to foster a common bond between students and their teachers. 

How You Can Advocate for Dual Language in Your School

1. get informed about state laws

2. talk to parents and students in your community about their language goals

3. spread the word about the benefits of bilingualism to your administrators and other staff at your school