Shifting Toward a Multilingual View of Biliteracy

On my first day of school in the United States, I did not know how to speak English. I looked “American” and had an “American” sounding last name, yet, when the teachers spoke to me, I could not respond. I was lost in a sea of language I could not access. In disbelief that I was a language learner because of how I looked, my teachers quickly grew concerned of my ‘deficiencies’ and proceeded to run a battery of assessments in hopes to identify my ‘problem.’

Over the next few years, I quickly learned English was the language of power in our community. I refused to respond to my mother in Spanish when we spoke and found traditions that I once loved embarrassing. To fit in with my peers and at school, I tried to hide my Venezuelan roots as much as possible. Without the words, everything about my schooling experience told me that what I brought to the classroom was not valued, and therefore, assimilation was the best choice. It was not until I graduated from college that I had a shift in mindset. I finally understood the power of being bilingual. For starters, it allowed me to communicate with twice as many people as a monolingual.

My first teaching assignment showed me that teaching phonics in isolation to a group of language learners was not effective. I searched for ways to make the scripted lessons comprehensible for my students but was unable to articulate to my supervisor why I felt that the adopted program was ineffective. It was not until two years later, when I stumbled into a position as a third grade teacher in a Dual Language (DL) program that things finally began to click. During my tenure at the DL school, we developed integrated units of study (units we developed that integrated content, such as science, with language arts). For the first time, I saw my students, ALL my students, thrive. I saw that my language learners outperformed their counterparts in the traditional program, were more socially outgoing, were more culturally sensitive and inclusive of others, AND had strong attachments and pride of their language and culture. I realized that if I had the opportunity to go through a program like this when I first came to this country, I would have had a completely different educational experience and outcome. For this reason, Dual Language became my passion and drive – all students deserve an educational experience where they feel connected, valued, and proud of who they are and what they bring to the classroom community. This is why teaching for biliteracy is so important. However, this requires a shift in mindset.

This blog will explore some of the shifts I continue to make as a teacher, coach and administrator, and all the structures, protocols, and procedures that are necessary to create such spaces for students. But, what does shifting toward a multilingual view of biliteracy mean? Here are some of the questions I hope to answer through this blog.

What are the differences in monolingual and multilingual instruction and pedagogy – why can’t you just teach the same way, just in the other language? How do you change the culture of a school from a monolingual perspective to a multilingual perspective?
How do you place and assess students from a multilingual perspective?
Programmatic content allocation (making a program based decision about what content is taught in Spanish and what content is taught in English) – why is this important?
Shifting schedules – Why are schedules such a big deal? How do they support/hinder biliteracy instruction? Who are they really supporting and hindering?
What are the pros and cons of integrated units of study for language learners? Why make the shift to integrated units of study?
Shifting pedagogy – where do you start?
Shifting the thinking behind the planning…what exactly is a BUF (Biliteracy Unit Framework) and how do you plan one?
Why is oral language development so important? Why do I have to give my students daily opportunities to do this if I did this at the beginning of the unit?
Why are assessments such a big deal? What do they really tell us?
How are program models alike and different? Why is it important to know what they are and whom they are intended for?
How do I shift a stakeholder – from administrators to parents to central office staff to teachers? Why is their buy-in so important anyway?
What is the difference between teachers that come from abroad to teach in our programs and teachers from the US? They are just teaching language, right?

I hope these topics resonate with you, and I invite you to participate with me as we explore all the implications around shifting from a monolingual to a multilingual perspective!

About the Author: melody

Melody Wharton has been an educator since 2002. After receiving her Bachelor’s in Elementary Education from the University of Miami, she taught in Los Angeles, CA for two years and then moved to Chapel Hill, NC where she began her journey in Dual Language education. She was first a teacher in a dual language classroom for four years and then shifted roles to become an instructional coach for dual language teachers. She holds a Master’s in Bilingual Education from the American College of Education and is currently completing her second master’s in School Administration from the University of North Carolina, Chapel Hill. She uses her knowledge of biliteracy and effective strategies for language learners to support teachers in developing effective instructional strategies, curriculum, and pedagogy to teach emerging multilingual students. She also shares her experience and knowledge with others by providing professional development, training, and consulting work through the Center for Teaching for Biliteracy. Melody nació en Venezuela y llegó a los Estados Unidos a los seis años, donde vivió en Miami hasta los 22 años. Ella se considera una bilingüe secuencial, habiendo aprendido primero el español en Venezuela y agregando luego el inglés como su segundo idioma cuando vino a los Estado Unidos. Su interés en los programas bilingües viene de su experiencia como estudiante inmigrante y como maestra en los programas bilingües. Melody comprende las posibilidades que tienen estos programas de proveer a los estudiantes inmigrantes y a sus herederos oportunidades de compartir sus culturas y estar orgullosos de ellas, así como también el poder ofrecerles a otros la oportunidad de aprender y transmitir el valor de la diversidad cultural y tomar conciencia de los innumerables beneficios que ofrece este tipo de educación.

Comments (19)

Alyssa St. Hialire September 9, 2015 at 12:16 am

Thank you for your blog. These are real challenges. Our dual language strands struggle to fit into the RTI framework and teachers can’t teach dual a la English. I look forward to more blog posts.
1. melody September 16, 2015 at 1:14 am
  
  I look forward to exploring these topics with you! Thanks for reading!
Claudia September 10, 2015 at 2:57 am

Hello,
I read the blog for sept. 3. It was very interesting. I was born and raised in Chicago. My parents came to this country from Guatemala. Fortunately they are both educated. I went to catholic schools for elementary and highschool. When I started the university I attended a public one (Northeastern Ill. University) I have a degree in elementary education with a minor in Spanish.
In elementary and highschool I was never in any ELL classes, bilingual or dual language programs. I don’t think it was very popular. (70’s and 80’s) It was a sink or swim environment. I don’t remember any feelings of shame or not wanting to speak Spanish to my parents. I learned that English was at school and Spanish was at home. I know all the students come from different backgrounds and education environments, so not everyone would have a positive experience such as mine. I truly believe the values and attitude toward my culture (guatemalan) was from my upbringing at home. I never felt the need to speak to my parents in English and I never was embarrased in public to speak in Spanish. My parents expectations and rules were to have a Spanish household. And so it just happened in that manner. I have been teaching for 10+ years . I have taught in Dual Language and bilingual classrooms. The Dual language is the best way to teach our ELL students today. I do hope that one day the whole country will have ONLY dual language schools. It will take time and patience. The most important role is of the parents, no matter what type of programs the ELL students are placed, the power and influence of the parents is what will lead the students down the right path and to succeed in school.
In addition to all the biliteracy teaching I do think that we also need “parent eduaction classes” along side any Dual language programs.
Well, I do apologize for the long comments. I look forward to reading and learning more about “Teaching Biliteracy”
Claudia.
1. melody September 16, 2015 at 1:22 am
  
  Dear Claudia,
  Thank you for your comment. You are fortunate to have had such a positive experience growing up. Thankfully, you can pass that experience and love for culture to all the students and families that you work with. I agree with you, it would beneficial for our children and our society if all classrooms were Dual Language classrooms. The benefits of multilingualism are far too great to be ignored.
  
  I look forward to learning and discussing with you!
  Melody
Jaimee Comellas September 12, 2015 at 12:56 am

Thank you for sharing your unique perspective with us. I am looking forward to learning more as we journey together though your blogs!
Denise Feliz September 12, 2015 at 1:13 am

I really love this blog and can really relate to your story. It feels really good to be part of something that is going to revolutionize education. I cant wait to read more about this question: “Programmatic content allocation (making a program based decision about what content is taught in Spanish and what content is taught in English) – why is this important?” That is an area that I often wonder. Thank you for this blog! I look forward to gaining more knowledge that I can pass on to my team.
Mary Prada September 12, 2015 at 1:00 pm

Great blog! Melody. Thank you for giving me/us the opportunity to keep learning from you!. 🙂 Saludos de todos nosotros.
1. melody September 16, 2015 at 1:12 am
  
  Thanks, Mary! I look forward to continuing to work and learn together!
Luz September 12, 2015 at 1:35 pm

I am so excited to learn more from you! This blog is a wonderful tool to keep connected and updated on best practices! Can’t wait for he next post!
Amanda Brady September 12, 2015 at 2:34 pm

Amazing, Melody! Your work is so valued, and I am lucky to be a part of this journey. Looking forward to learning more from you!
1. melody September 16, 2015 at 1:11 am
  
  So glad that you will be a part of this journey with me!
Ibis nunez September 12, 2015 at 4:36 pm

Hola Melody,

It was delightful to read your blog post. I would enjoy meeting you for coffee and sharing some interesting experiences in reference to Dual Language. Thanks, and onward!
1. melody September 16, 2015 at 1:16 am
  
  Hola Ibis!
  So good to hear from you! I’m always interested in coffee and Dual Language. The two together sound wonderful!
Margarita September 12, 2015 at 4:47 pm

Hola Melody, this is Margarita. You are a great inspiration for all of us teachers. I had the pleasure of having you as my literacy coach. I use everything you taught me in my classroom.
1. melody September 16, 2015 at 1:10 am
  
  Thanks Margarita! The pleasure was all mine!
Rosina Pearsall September 12, 2015 at 6:41 pm

Enjoyed working with you. I Learned a lot about biliteracy.
1. melody September 16, 2015 at 1:09 am
  
  Rosina,
  I enjoyed working and learning with you!
Elaine Watson-Grant September 30, 2015 at 4:31 pm

Dear Melody,

Thank you for such an inspiring blog post! I truly believe that Dual Language is the best instructional approach to serve English Language Learners and holds multiple benefits for all children. I only hope that more educators and decision-makers will come to understand the true value of this program. I have learned and continue to learn a lot about biliteracy from you. Thank you for your willingness to share your knowledge and expertise with administrators and teachers alike! It’s wonderful to know that you have the opportunity to spread the wealth with others across the United States and the world. Thanks again for your excellent contribution to this work.

Your colleague and friend,
Elaine
Deirdre Garcia October 25, 2015 at 3:46 pm

Hi Melody, I think your post is linked to my post on Raising the Bilingual Child. As a family, we know what our child is up against as he leaves home and starts school for the first time and want to protect him, essentially to protect our family and way of life from the external forces of “doing school”. Through the eyes of my students, my husband and now my child, I can see how language is identity. I have always been a celebrated elective bilingual, a white women, native English speaker, who speaks Spanish with the best of them, but do not have to carry the load of discrimination, neither racial nor linguistic. My job as a parent is to give my child the best of me and what we can offer him, but also to develop a resiliency that I did not have to so that we can fully embrace himself, our family, and the gifts we can give to him. Great post. I’d love to collaborate with you on your topics! My November topic will be on the ever popular language policy at the multilingual Thanksgiving Table (and will address the same as the topic related to accommodating others who are not multilingual in social/non academic settings as it related to the parent child relationship and parent extended family/school community relationships)

Comments are closed.

Blog Post