Bilingualism and Biliteracy

Bilingualism and Biliteracy in US Classrooms

July 16, 2019

The Importance of Bilingualism and Biliteracy for All

Almost overnight, you move to a new country. You don’t know anyone and you’ve just begun attending a new school. As you look around, you can’t read the words on the signs or posters that cover the school walls. You don’t understand what people are saying, and nobody looks like you. You’re startled when someone calls your name and waves you over.

It’s another student who has been assigned to show you around the school building, explain the rules, and introduce you to your teachers. Thankfully, she’s very patient and tries to speak slowly so you can catch a few words here and there, but for the most part, you’re completely lost.

Everyone around you is speaking a different language, making it not only difficult to communicate but impossible to form meaningful connections. After countless days of this, you begin to feel lonely, unhappy, and isolated.

How are you supposed to learn like this?

This is the reality of thousands of immigrant and refugee children across the United States. They’re expected to succeed in high-stakes academic environments without any (or very limited) support in their native languages.

The scenario described above reflects the “sink or swim” approach toward language acquisition. Advocates for this approach believe that if you throw an English Learner (EL) into an English-only school, the student will simply learn English and thrive—or fail.

In a “sink or swim” environment, all instruction and learning materials are provided in English. ELs are discouraged from speaking their native languages, cutting off the means they have to communicate with their peers who also speak their language. This often leaves students feeling angry, confused, and disconnected from school.

The Effects of Bilingualism and Biliteracy in Learning to Read

In contrast, when teachers promote bilingualism and biliteracy among non-native English speakers, the academic and socio-emotional outcomes are transformative. Teachers can achieve this through:

Incorporating learning materials in English and the student’s native language;
Encouraging communication and expression in both languages;
Providing literature in both languages;
Using bilingual labels around the classroom.

Bilingual instructional approaches

Prepare ELs to thrive, not just as students but as future adults. When academic content is presented to students in their native languages, they comprehend it more easily. This comprehension allows their brains to transfer these new concepts and vocabulary words into their second language. As their language proficiency improves in English, their academic performance improves in both languages.

ELs who are encouraged to speak their native languages at school can express themselves more clearly and form deeper connections. This practice fosters strong support systems, helping students navigate and connect with their new, English-speaking world.

Why Bilingualism and Biliteracy Matter for All

Despite the proven benefits of bilingualism and biliteracy, many educators and parents fear that encouraging children to maintain their native languages will hinder their ability to learn English. However, research shows the opposite: when ELs are given the opportunity to learn in both languages, they gain long-lasting linguistic, cognitive, social, and academic advantages.

When teachers embrace bilingualism and biliteracy, they provide ELs with the tools to succeed. By presenting students with “floaties and kickboards” rather than forcing them to sink or swim, teachers enable these students to become fast, confident, and capable swimmers in the waters of academic and social life.

For ELs of all ages, English proficiency, academic achievement, and healthy socio-emotional adjustments are realized when educators prioritize bilingualism and biliteracy in their classrooms.

credits: Washington Post & Latina Lista