Bilingual teachers are united in our commitment to social justice, and our belief that education is a vehicle to achieve it.  Educational leaders can impact a teacher’s ability to act on this belief. I frequently observe the diverse perspectives and expertise of bilingual teachers. (Visit blog posts Olga Karwoski’s The Beginning of My Bilingualism, Susan Prior’s The Long Way Home… to Teaching for Biliteracy and Dana Hardt’s How I Fit In.) I see teachers with unique entry points to our work and I wonder how institutes of higher education, school administrators, and coaches can provide support that capitalizes on strengths and responds to needs. In this blog post, I will build upon the ideas presented in Teaching for Biliteracy Chapter 3. I’ll reflect on recent experiences of my colleagues and consider what they might suggest about how leaders can set up bilingual teachers to teach for social justice.

Identity and Diversity

-Si sigo el escope los ninos no aprenden a leer-.(“If I follow the scope, the kids don’t learn to read”.) Mariana (a pseudonym) had just finished our Biliteracy Development face to face session on Saturday. She approached me for advice about how to navigate the direction of her school leadership. Mariana recently moved to the U.S. from Buenos Aires. She brings with her 20 years experience teaching early childhood education. Wishing she could apply her wisdom in her current teaching position, Mariana felt frustration with the instructional plan that she has been directed to follow. If she had it her way, she’d incorporate a play-based approach, observe the behaviors of her students, and respond to them in the way she knew best. She’s witnessed hundreds of students learn to read by using this approach in Argentina.   Mariana feels as though her experience has no place in her current role.

Justice

Almost simultaneously, Maestro Diego (pseudonym) was processing an incident that led him to reflect on his identity as a bilingual teacher, and the effects of those in power were having on this identity. Maestro Diego had just attended his first session of a graduate school course to earn his ESL/Bilingual licensure. The class took turns introducing themselves to each other. Afterwards, the instructor made a comment that affected Diego deeply.  She told him he was going to have to study extra hard for the Foundations of Reading test.   Silenced, Diego spent the class and the days that followed reflecting on the implicit bias revealed through this instructor’s comment. He used the experience as an opportunity to carry out a lesson with his fourth grade students about responding to in-the-moment injustices. He re-enacted the scene for them and asked them to choose one of four corners (do nothing, wait, respond to the teacher, or talk out with a friend.) The class participated in a discussion about the potential effects of each response, and how the responses might vary given small changes in the situation.  Diego has rarely seen his class so engaged.  This activity was not included in el escope. 

Action

Maestro Diego works for Principal Josh Forehand.   Usually present in classrooms, Mr. Forehand let up on some of his support for teachers like Diego during the months of December and January.  (He might not have known if teachers were following el escope.)  Instead, his energy shifted to responding to the needs of students and their families. He organized “know your rights” information sessions with immigration lawyers, coordinated passport fairs, and mobilized parent leaders to advocate for sponsors. Mr. Forehand remarks, “fear and instability put in danger all of the progress the school has made over the past few years. Action was required.  The investment of time and energy on my part has led to a self-sufficient support system that is now being carried forward by families within our school. It was my moral and professional responsibility to act on behalf of our students and their families as the principal of a Community School.”  

How can leaders set teachers up to teach identity, diversity, justice, and action?

1. Seek first to understand. Leaders need to inquire about the strengths that bilingual practitioners hold. By listening, we learn what the teacher knows and what new learning is in their zone of proximal development.

2. Set parameters with flexibility. Guidance and direction are necessary for cohesive instruction and for equity. However, teachers need to see themselves in their craft, and respond to student needs and teachable moments. Responsiveness also leads to equity.

3. Be an example.  We share a common commitment to social justice. Let our actions to our teachers and our students serve as the most powerful lesson.