This paper examines the role of multilingualism in education, drawing on DeJong's Foundations for Multilingualism in Education and Samway and McKeon's research on English Language Learners. The paper argues that foreign language learning should be treated as a cultural norm rather than a specialty, critiquing Western — and particularly American — resistance to bilingualism and pluralist language policy. It addresses the demographic reality of Spanish-speaking ELL students in U.S. schools, the influence of language ideologies on educational decisions, and the importance of cultural immersion for true language acquisition. The paper concludes by defining bilingual success as achieving fluid, natural movement between languages and cultural contexts.
In DeJong's Foundations for Multilingualism in Education, the idea that multilingualism should not be viewed as a specialty but rather treated as a norm is a compelling one. As Dutta indicates in his experience of growing up using various languages, he believed them to be one unified entity — not separate systems, as they are commonly viewed in the West (DeJong, 2011, p. 1). For instance, the UK's tendency to "teach" a separate language in one class while ignoring it in all other contexts does not help support the actual learning or usage of that language. Yet schools still tend to label students and language learners as though they needed to be marked as special or different.
It should be the norm for all students to learn multiple languages, especially at a younger age, in order to develop skills and open doors for later careers. Too much potential is being wasted, and no one is taking advantage of it. Instead, "structuring classroom participation" is viewed as the height of creative response to this problem — but it is not. The core problem is that these languages are not being embraced culturally, and that there is no incentive to use them outside the rigid confines of the classroom (DeJong, 2011, p. 5).
If the West has supposedly embraced pluralism, it should also respect pluralist discourses. As DeJong writes, "Within pluralist discourses diversity is accepted as a basic part of an increasingly mobile, global, and diverse world" (DeJong, 2011, p. 15). Yet, as Samway and McKeon (2007) indicate, "Spanish is the native language of approximately 76% of ELLs" (p. 2) in America, and English Language Learners represent a growing percentage of students in U.S. schools. Despite this reality, there is no genuine embrace of Spanish language or culture. On the contrary, the mainstream establishment resists the idea of learning another language, insisting that newcomers should simply learn English.
ELLs are present in rural communities across the country, yet they are too often viewed as "outsiders." Americans can be xenophobic — afraid of anything foreign (Samway & McKeon, 2007, p. 4). This is a major obstacle to embracing new languages, yet the demographics are not changing, and the number of ELLs is only increasing. Americans should accept the fact that they are not alone and stop attempting to suppress the legitimate exercise of learning multiple languages and using them in daily life — to make friends, conduct business, and navigate the social realm.
"Educators' role in promoting pluralist language attitudes"
"Defines bilingual success as fluid cultural and linguistic movement"
You’re 56% through this paper. Sign up to read the remaining 2 sections.
Sign Up Now — Instant Access Already a member? Log inAlways verify citation format against your institution’s current style guide requirements.