The Origin of Multilingualism
To be multilingual, an individual or community of individuals can effectively speak three or more languages. Sometimes this concept isn’t as simple as it seems at face value. For instance, multilingualism could serve as the antonym to monolingualism (effectively speaking one language) or even an extension of bilingualism (effectively speaking two languages). In the United States education sector, multilingualism evolved from the term “English language learner” to represent an individual whose first language is not English and thus, they’re learning it. The U.S. does not have a national language policy, but colonization and other political movements have made English the language of power. Multilingualism has since become a complex construct, where your origin language and culture cultivate unique experiences and lenses.
While some might think, “Great! With English as the main language everyone can understand each other.” The reality is that the British were not the first nor the last people to call the continental land sandwiched between what are now Mexico and Canada home. The linguistic diversity ensconced within the U.S. is as vast and beautiful as its spacious skies and purple mountain majesty, and it extends across oceans as well. Yes, it’s empowering to learn English in an English-speaking country, but language proficiency shouldn’t be used as a means of wielding power or imposing superiority. Sometimes multilingualism seems to have a stigma for individuals whose first language isn’t English – this is considered linguistic racism.
The Educational Impact of Multilingualism in the U.S.
Historically, education has seen English-only propositions in their educational systems. This meant that when a student spoke their home language and it’s not English, they might be isolated from peers, often without access to core content for the sake of learning English. Thankfully, some of these states have repealed this issue to break down linguistic racism in education and encourage language diversity.
The educational impact that comes from being multilingual as an English learner is supported by federal policy within the Every Student Succeeds Act (ESSA) and its prior reincarnations including No Child Left Behind. Under ESSA, students who are identified as English language learners are required to take a yearly English language proficiency assessment. Additionally, students who are identified as multilingual or English language learners tend to be placed in lower academic tracks which underscore their label as language learners rather than their asset as speakers of more than one language. Alternately, students who speak English as their home language and learn another language at school are often seen as smart or highly capable, even if their second language proficiency is low.
These educational implications have created intergenerational linguistic bruises. Parents or family members who have lived the negative impacts of the “English language learner” or “multilingual” label in school may decide not to teach their children their home language to ameliorate the impact of linguistic discrimination. The product has been generations of students who have lost their home language and the ability to communicate with family members such as grandparents, aunts or cousins. Rationalization for not teaching children their home language includes myths such as confusion if they learn more than one language at a time, desire for children to speak what they have associated as the language of power or fear of their children being different than their American peers. Language diversity in schools is a great thing, as it teaches students the power of inclusivity.
Why Normalize Multilingualism?
While policy changes in school districts and on the state and national levels may be beyond the sphere of control of a classroom or school-based educator, an antidote to the cycles of hurt is to normalize multilingualism. Normalizing multilingualism refers to the development of a culture where all languages are seen as assets, and language development is the norm and not the exception.
Normalizing multilingualism at school creates an opportunity for change, starting with this generation of students and families. Intergenerational linguistic bruises may take years, if not decades, to heal. As educators, we have to act in ways that interrupt linguistic oppression. This is hard work, especially if harm has been done to us or harmful patterns of behavior have been engrained into our habits since childhood. If we have been harmed and/or have caused harm, we owe it to current and future generations to bridge linguistic colonization and build a society that values all languages and cultures as precious.
How to Normalize Multilingualism
You may be ready to begin normalizing multilingualism in your school or open to learning more. So, how can educators normalize multilingualism?
- Start with self-reflection. We must be critical agents in our own change process. To act with genuine interest in support of students and families requires self-reflection. Perhaps you will rediscover that young child who was mocked for speaking more than English or who never learned the language of their grandmother still lives inside you. Nurture that child. Give yourself or your parents grace for decisions that seemed like the best course of action at the time. Then, when you are ready, take a deep look in the mirror and see yourself through the eyes of your students. What would you like them to see?
- Make language visible. Intentionally create moments for connection. Simply put, make time for students to think about and share with others how words, phrases or ideas are similar or different from those in their languages. This small yet empowering act supports the normalization of multilingualism not just for students who are multilingual and who are emergent in their English proficiency, but for students who are multilingual, who speak English as their home language and are learning more languages. Notice the subtle differences in language here – all students are multilingual, as you are normalizing the learning of multiple languages. Two-way dual language programs, when planned with intentionality, epitomize the idea of multilingualism for all.
- Engage students who are multilingual as leaders. The brain is designed to recognize patterns. When students whose first language is English are always showcased as leaders, all students begin to create patterns in their brains that associate leadership with English. Promote multilingualism in your morning announcements, within lessons and in school assemblies. If Saturday Night Live is featuring sketches and artists performing in Spanish, why not normalize multilingualism at your school?
- Connect with families in their home language. Perhaps you are proficient in multiple languages or maybe you are an emergent multilingual. Either way, use whatever language skills you have in service to your families. A friendly greeting in a family’s home language can go a long way to make them feel welcome at your school. If your proficiency in a family’s language becomes a communication barrier, use interpreters or technology to ensure that families can be active partners in their children’s multilingual education.
In sum, normalizing multilingualism is far simpler than the presumed complexities of language barriers. Educators have a unique opportunity to lead the charge in dismantling stigmatic and racist thinking, especially in the classroom where we want students to feel free to be themselves. Take a step back and reflect on if your classroom is a safe space for students of diverse linguistic backgrounds. If not, step toward a more inclusive space with the above tips on normalizing multilingualism and creating a more enriching learning experience for all.
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