Bilingual Teachers Offer Model for Students

Earlier this year I spoke with a group of teachers who reported seeing a dramatic increase in the number of Spanish-speaking English language learners (ELLs) in their school district. Among their common concerns was a fear of not being able to effectively communicate with the students and their families. These teachers wanted to reach all their students and make them part of their class communities. And, they were very concerned with meeting the adequate yearly progress (AYP).

My question to them was logical and revealing, “How many of you are learning Spanish, or any other language?” I asked.

Few answered.

The number of English language learners is increasing [2] across the United States. Some see this as a problem with students that should be fixed. I would not dismiss this outright, but the nature of the problem is misdirected. I submit that this is a problem with teachers. The above arguments–especially those about testing [3]–are not new, and the discourse around ELLs tends to fall back on tired arguments of proper assimilation. But this is a matter of social justice and equity since teachers must be the strongest advocates for all their students.

I regularly tell my students that it is essential to learn how to communicate with their linguistically diverse students. Truthfully though, I personally struggle with this, for I am not bilingual. I feel a sincere guilt in not being able to show a quid pro quo with linguistic exchange. However, when I use the little Spanish I know, the listener typically shows gratitude for the attempt.

Learning a new language provides personal knowledge of the struggles and difficulties of acquiring a new language. It can show us the frustrations that a student learning English must feel, cognitively, emotionally and spiritually. Equally, it can help us consider new ways to reach those students and show them that we feel and honor their frustrations, as we experience some of those frustrations ourselves.

The virtue in learning a new language rests in gaining a deeper understanding of the arduousness of the process. This can be done in a variety of ways: electives in master’s programs, language-learning software, classes at community centers or collaborating with a bilingual friend.

Whatever the mode, the point is a commitment must be made to the process. Teachers learning a new language may help foment a sea of change in the way we look at bilingualism as a society. But, paramount is that teachers openly share their own struggles. This can create a sense of solidarity with English learners at all ages. Teachers can serve as better language advocates and role models for all students, regardless of the subject.

Social justice is not just about shedding light on issues; rather, it is about showing that we stand in concert with the marginalized and oppressed. The most effective way of doing that in a classroom is by showing students our own endeavors, our own mistakes and our own successes. Buenos dias amigos y sin lucha no hay progreso (Good morning friends and without struggle there is no progress). At least I think that’s how it’s said.

Joseph Flynn is an assistant professor in curriculum and instruction in Illinois. His work focuses on middle school, multicultural and social justice education, and media.