This week I attended an English
Language Learners workshop with my coteachers. In our classroom, we
have 4 families who have bilingual homes, and soon we'll get 2 more
from our toddler room. Our families speak French, Spanish, German,
Polish, and Dutch. Although we're supportive of these language
differences and attempt to bring books and language into the
classroom to reflect the children's homes, myself and my coteachers
are all English language speakers. I often wonder how it feels for
children in our class used to the fluidity of bilingual households
and what it means for them to come to our fast-paced, all English
classroom.
In high school, I attended a school
where many of my classmates spoke English as a second language or
were multi-lingual. My advisor was also multi-lingual, speaking
English, Hebrew and Spanish interchangeably and flowing easily from
one into the other. Our advising group discussions were often
interspersed by bursts of Spanish phrases and words, and the majority
of my classmates spoke Spanish at least half the time at home. I grew
up in a culturally rich but monolingual household, before the era of
Dora the Explorer and bilingual children's toys. My first real
exposure to “foreign” language wasn't until junior high, when I
took Latin for two years. Following that I managed to get out of high
school with only one year of foreign language (French, taught by an
ancient multi-lingual Brother who often lapsed into German, Latin and
Somali) and attended a college that had no language requirements. In
all of my 22 years, even after a month touring Europe, I've managed
to learn no more language than I could pick up on a show like Dora.
For my students, the world is slightly
different, both from my own experience and that of my high school
classmates. The children in our class come primarily from upper
middle class households, families that chose to immigrate to our
country as opposed to refugees, migrant workers and other less choice
based immigrants. Even our bilingual students speak English as their
primary language, with their parent's native tongue being their
second or third language. Many of the cultural and linguistic
difficulties between families and childcare providers don't effect
the often American educated bilingual families we serve. Although the workshop was interesting, and important for providers working with many families, it didn't feel particularly relevant to our current families.
In fact, as my coteachers and I discussed later, many of our bilingual students have developed better letter recognition and literacy skills than our students who only speak English, probably in part because of the focus their parents put on English literacy in the home. Food for thought.