Issue link: http://educator.cta.org/i/1476161
Show Students All Language is Beautiful Celebrate community and culture while teaching English By Virginia Vasquez I recently reconnected with a former student working on her Ph.D. in linguistics and when we started talking about language, she said something so powerful — something I wish I had been told at an early age: "All language is beautiful." It took me most of my adult life to accept my linguistic identities. Born in Mexico but raised in the United States, I learned Spanish at home and English at school. Yet, for much of my educational journey, I was made to feel like I didn't belong. My Spanglish was good enough for communicating with my parents and grandmother, but not good enough for my family back in Mexico. My English was good enough for translating for my family, but not good enough in the aca- demic setting. Despite the difficulty I faced learning both languages, I had three English teachers, Ms. Chin, Ms. Cowley and Ms. Carter, who helped me see the power in my voice. They provided books, encouraged conversations and offered feedback. They didn't point out the shortcomings in my lan- guage. Instead, they highlighted my strengths and talked me through their suggestions. Because of the advocates in my life, I slowly moved away from seeing myself as a language imposter. I am a language champion and language broker and will forever be a language learner. I want to give my students experiences with language acceptance that I wish I had growing up. I want them to feel safe exploring their lin- guistic identities in my classroom. I want them to know that all language is beautiful. As we head back to school, here are some suggestions: 1. See your students beyond the label placed on them by the educational system. Build community, and learn who they are and how their cul- tural backgrounds enrich our classroom. 2. Diversify your literature: Include authors that look and sound like your students. Language representation matters. 3. Change your feedback language: Identify areas of strength and growth instead of strengths and weaknesses in student work. Language is powerful, but it can also be harmful if all you receive is a list of "weaknesses." Refram- ing our language helps communicate that we are working together to grow. 4. Set individualized and realistic goals: Learning a language is a complex and, at times, overwhelm- ing process. Setting small, realistic goals can help students feel more successful. California Teacher of the Year Virginia Vasquez is a high school AP language and composition teacher and member of Alhambra Teachers Association. they may communicate their choices in an authentic manner. Consider sending photos to parents — it opens a whole world of insight for caregivers. I've spoken with colleagues who confess they avoid interacting with stu- dents with disabilities for fear of saying or doing the wrong thing. I recommend greeting students with a smile, extend- ing a simple "hello" or even making small talk with special education staff working with students — this shows you are connected to people in their world. Don't be discouraged if a stu- dent is having a difficult time or reacts with uncertainty. Simply offer grace, for example "I'll give you space" or "I see you don't want to talk right now, I'll catch you next time." I've also found these strategies work with typically developing students and colleagues. We all deserve grace! One of the most important things I've learned in my 14 years in the classroom is that communication looks different for everyone. But I've found some things to be constant: Actions are your language, mood is your dialect and intentions are in your expression. Your vibe and the way you carry yourself are not lost on students. Be mindful of this because you set the tone for the spaces you are in. Smiles are contagious — be infectious. Make eye contact and reciprocate your student's eye level: if they 're on the floor, get on the floor. If a student is in a wheelchair, sit down. Close the gap — get close and let stu- dents know you are interested and that they have your full attention. And finally, lead with love and good intention — both verbally and nonverbally. California Teacher of the Year Sovey Long-Latteri is a high school special education teacher and member of Fullerton Secondary Teachers Organization. A video profile of her is at cta.org/special-education-resources. TIP: 23 A U G U S T / S E P T E M B E R 2 0 2 2