Dual Language: It Takes a Village…of Superheroes!
Once upon a time, I was a dual language school principal and a member of a fabulous village. An equipo of dual language superheroes. A group of dual language educators, advocates, and defenders of equity & social justice. We worked collectively against the evil forces that dared go against the research that clearly indicates that dual language programming is awesome!
I miss learning alongside my superhero friends, each day. These superheroes live in Tejas and serve in a very special dual language school that has one-way and two-way dual language strands, as well as a traditional monolingual strand. But, you would never know the diferencia among the superheroes because they all serve one purpose. They all believe that each estudiante has the possibility of becoming bilingual/biliterate, have high academic achievement in two program languages, and can work to become socio-culturally competent.
In the Guiding Principles for Dual Language Education: Third Edition, Strand 1 Program Structure, Principle 3, the authors explicitly delineate that a dual language program must have strong, effective and knowledgeable leadership. However, this leadership reference goes beyond the principal and assistant principal. In fact, following is explicitly detailed:
- The program has robust, shared leadership.
- Decision-making is aligned to the program mission and includes communication with stakeholders.
- Leaders are advocates for the program.
In order for a marvelous dual language village to exist, it must include district leadership, school administration, teacher, student, and family superheroes! Only then, can the three goals of dual language stand a chance against educational systems that promote a monolingual lens.
Recently, I shared in a keynote address that,
“Dual language is not for the weak of heart; but, if you choose to be a defender of equity and social justice, it is the educational path to travel on.”
The journey, the viaje, on this most mysterious, but worthwhile path, becomes easier and more fun, with a village of equally-minded amigos y amigas, to travel with. But, what does this group of dual language superheroes look like?
The district leadership superhero:
- Including the superintendent and school board, work diligently to become well versed in all things dual language.
- Is an advocate for the program and embraces the fact that if there is one dual language classroom in the district – then, the entire district is dual language.
- Plans for equitable use of resources.
- Listens and learns from the school administrators that she/he serves.
- Speaks and advocates about the dual language program to anyone who will listen.
- Ensures that all district departments, including human resources, understand the three pillars of dual language and what it takes to staff a strong program.
- Is not afraid of political and societal agendas that seek to remain in the status quo and continue to be a part of a subtractive transitional education model.
- Has an additive mindset.
- Understands the three pillars of dual language.
- Embraces her/his role as a defender of equity and social justice.
The school administration superhero:
- Collectively and collaboratively moves the vision of the dual language program forward.
- Understands dual language programming and biliteracy instruction – and continues to grow in these areas.
- Is not afraid to speak up in the name of educational access for each student, their family, and the community they live in.
- Makes mistakes, owns them, and learns from the experience.
- Is humble and wakes up each morning desiring to serve.
- Is a learner, who does not know it all.
- Can lead effectively, but can also, follow with ease.
- Is fully transparent and vulnerable – and realizes that if others are not inspired by them, little will ever happen to move dual language programs forward.
- Has an additive mindset.
- Understands the three pillars of dual language.
- Embraces her/his role as a defender of equity and social justice.
The teacher superhero:
- Values all that she/he brings to the dual language classroom and/or school, but also, seeks to align with new research and best practices.
- Invites others to her/his classroom, in order to receive constructive feedback.
- Collaborates and learns alongside other team members.
- Seeks to grow students, not only academically, but as sociocultural global citizens of the world.
- Is willing to differentiate, scaffold, and work to meet each students’ needs.
- Sees the value in making cross-linguistic connections with students.
- Has an additive mindset.
- Understands the three pillars of dual language.
- Embraces her/his role as a defender of equity and social justice.
The student superhero:
- Knows that being bilingual and biliterate is awesome.
- Makes sure that all friends and fellow classmates feel valued and important.
- Is willing to make mistakes and learn from them.
- Understands that all languages and cultures are beautiful.
- Has an additive mindset.
- Understands the three pillars of dual language.
- Embraces her/his role as a defender of equity and social justice.
The family superhero:
- Is ready to explain why dual language is the best educational model for their child.
- Expects obstacles along the journey.
- Is mindful of the research and best practices.
- Understands that dual language is a long-term commitment.
- Values the first language and culture.
- Has an additive mindset.
- Understands the three pillars of dual language.
- Embraces her/his role as a defender of equity and social justice.
It has been several years since I left this phenomenal village of dual language superheroes in Texas. Luckily, in my present role, I have the oportunidad to meet extraordinary dual language villagers that serve across the United States and internationally – all with equally beautiful super powers!
But, there will always be a special place in my heart for the district leaders, school administrators, teachers, students, and families – THE superheroes, that for one moment in time, I had the pleasure of serving, in a most magical dual language village. To them, I write: I love you, I am inspired by you, and you are with me each and every day.
Today and always, lo que se dice, se hace.
