The politics of language, particularly in the U.S. has had a strong focus on discouraging bilingualism, through policies which restrict the use of other languages and societal discourse which devalues their presence. Yet, as both Abraham (2012) and Crawford (2006) note, language is much more than a tool for communication and doing away with other languages is detrimental, not only for our students but for our society as a whole. As educators, I believe we have a responsibility both in our classrooms and in larger society to challenge these myths, and like Abraham (2012) and Crawford (2006) suggest, think about how we want to go about doing so. In recent years new data and research which contradicts commonly held beliefs about the dangers of bilingualism has been uncovered and it is important to be armed with this knowledge -- not only to inform practice, but also to create awareness among constituents (Espinosa, 2008). Having this knowledge in hand gives credence to changes in practice, and can be crucial - particularly in environments where change is not encouraged.
Abraham (2012) used Spanish mentor texts in her classroom, showing students how their Spanish was just as valuable for being able to express themselves as their English was. The results she encountered were impressive, and the Spanish students in her class were able to express themselves in ways they hadn't been able to before. When situations like this occur teachers are not only armed with knowledge, but also with evidence from their own classrooms. This can then be used to challenge deeply held myths, and bring students and parents on board as advocates. Such support is vital and hopefully together we can be a part of shifting the narrative, and promoting what Crawford (2006) proposes: English Plus.
Abraham, S. (2012). Critical biliteracy in the ESOL classroom: Bringing the outside in with dual-language.
Crawford, J. (2006). Official English legislation: Bad for civil rights, bad for America's interests, and even bad for English. Testimony before the House subcommittee on education reform.
Espinosa, L. M. (2008). Challenging common myths about young English language learners. Foundation for Child Development Policy Brief, Advancing PK-3, No. 8, New York, NY. Retrieved from: http://fcd-us.org/sites/default/files/MythsOfTeachingELLsEspinosa.pdf
Abraham (2012) used Spanish mentor texts in her classroom, showing students how their Spanish was just as valuable for being able to express themselves as their English was. The results she encountered were impressive, and the Spanish students in her class were able to express themselves in ways they hadn't been able to before. When situations like this occur teachers are not only armed with knowledge, but also with evidence from their own classrooms. This can then be used to challenge deeply held myths, and bring students and parents on board as advocates. Such support is vital and hopefully together we can be a part of shifting the narrative, and promoting what Crawford (2006) proposes: English Plus.
Abraham, S. (2012). Critical biliteracy in the ESOL classroom: Bringing the outside in with dual-language.
Crawford, J. (2006). Official English legislation: Bad for civil rights, bad for America's interests, and even bad for English. Testimony before the House subcommittee on education reform.
Espinosa, L. M. (2008). Challenging common myths about young English language learners. Foundation for Child Development Policy Brief, Advancing PK-3, No. 8, New York, NY. Retrieved from: http://fcd-us.org/sites/default/files/MythsOfTeachingELLsEspinosa.pdf