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Language and Identity

There comes a moment in this cycle when you are caught having to make an impression

on people. Whether you are eating dinner across your mother/father in law having to explain

your background or showing up to a job interview, we are always caught having to introduce

ourselves. Imagine not even being able to describe or have a sense of who we are? This is an in-

dispensable problem especially for students admitted in grades k-12. Lacking in the notion of

belonging and identity. In general, bilingual students attending school(s) should be presented

with second-language language concepts such as grammar or literary exercises by instructors in

order to prevent language barriers and get familiar with both associations.

In monolingual schools, students often struggle with cultural adaptation, uncertain of

whether they should or should not make apparent their other language and culture. They pose a

threat to a students character. They find themselves wanting to adapt rather than surpass because

of their circumstances. This question can be raised towards how comfortable does the student

feel in regards to their individuality? If a student cannot fully embrace themselves over the years

of their childhood how prevalent will this problem be towards their success? For instance, in

bilingual settings, students are less likely to feel unable to act and participate through topics al-

lowing them to concentrate (code switch) rather than struggling to find words. Dual bilingualism

provides and increase in social skills and overall well being. Students often times find them-

selves expressing their thoughts by trying to find the right words, therefore it is necessary to con-

tinue to learn more forms of putting them together. “If you cannot say what you mean…you will
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never mean what you say…(TLE)” In this sense, words are so vital they might as well pose a

threat towards a persons identity.

It is troublesome to portray modules in the realm of bilingualism since the assessments

obscure the basic concepts that are being assessed. It would be bothersome for teachers and stu-

dents to collaborate into a new setting and adapt to something different. It would be difficult to

portray different excerpts of a passage that correspond to the same activity. Theres almost a de-

luding thought that comes to mind, thinking “we are opening a loophole of undisputed possibili-

ties the system will gain nothing out of.” Although there is no clear representation of model for

instruction, with this new curriculum of the common core we have an open door of opportunity

to support and validate bilingual assessments. These programs will provide an increasing impact

on literacy and self reflective thinking that are consistent with the demands of the New Stan-

dards. Bilingual students would be able to learn better if a topic is presented to them in their na-

tive language. When students learn something in their (native) language, it is by effect easier for

them to learn a new one (language acquisition).

Creating a dual language concept based classroom would be a great gateway towards get-

ting students to connect right away with their instructor. It facilitates an immediate bond with

their environment in contrast to becoming alienated. The program would not exclude the student

but rather understand and encourage them to become better scholars. According to Maria Brisk

and Patrick Proctor, both English Professors from Boston College, “Interactions between adults

and children differ among people of different cultural backgrounds…Bilingual-bicultural class-

rooms more typically accept and understand students’ ways of behaving and talking derived from
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their heritage [and] culture.” It is important to emphasize: bilingual students are learning to mas-

ter a combination of two languages. Teachers should comprehend why a student would be

speaking lopped English. It is crucial to actively seek a desired understandment instead of out-

casting them. I remember five year old me asking my teacher, Mrs. Kocian, a question to a

problem and feeling a flustering outburst of emotions after hearing her respond “no me importa,”

meaning “I don’t care.” That fragment of my life is so deeply rooted within me that I still vividly

feel that juncture of rejection to this day.

Overall, it is only normal to promote bilingualism amongst schools since the 2010 com-

mon core guidelines have come into effect. These programs will only enforce the new language

demands of the new curriculum. “With the rising interest in high academic achievement that in-

cludes high language of language and literacy development, bilingual education should be con-

sidered as a viable form of education to reach the goals expressed in the New Standards (Maria

Brisk, Patrick Proctor).” If students are already on their path to prosper and habilitate a versatile

understanding of language, then wouldn’t it be plausible for students to be continuously guided

throughout their acquired second dialect (sometimes dominant). America suffers from an insuffi-

cient language system.

Although providing native language versions of tests would be a problem considering

there are no parallel translations for the assessments, high quality bilingual education (that pro-

motes full development of two languages) goes beyond obtaining a vise grip of their native lan-

guage in return for better English. A bilingual setting would help students recognize their cultural

resources as virtues and help plant their two feet on soil in accordance to their future. It would

provide a desirable circumstance that binds the demands of the Common Core New Standards. It
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would allow students to express their whole language and cultural capability. The program would

uplift their self esteem and help them become comfortable with social settings. The advancement

of bilingual settings will help dispose the threat to a students identity and validate them as Amer-

icans.