Strengthening the Language Other Than English in Middle School Dual Language

Art: “Conundrum” by Jeena Ann Kidambi

When we talk about Dual Language Bilingual Education, we often focus on elementary grades – but let’s step aside and think about what middle school Dual Language looks like. Dual Language at the middle school level is different. For one, like the monolingual students in this age group, your students aren’t small and they do not hero-worship their teachers anymore (although they secretly do adore you and are still gluttons for praise and love). They are bigger and far more awkward, concerned about the opinions of everyone around them. This consciousness of the world around them means that the Language Other Than English (LOTE), even for students who came into the program 6 years back as dominant LOTE speakers, often takes a backseat to English.

Unfortunately, in the context of the United States, monolingualism is still the predominant linguistic religion. Speakers of other languages, especially if those speakers are native speakers, are looked down upon and often seen as less intelligent infidels. And even when people do not have that prejudice, it is so prevalent that speakers of languages other than English still worry about what others think… and that goes double if you are a preteen with acne.

So how do we ensure that students do not lose the language that they have gained during the past several years? Most of your students who have been studying in both languages since Kindergarten are at this point near proficient, if not proficient, in both languages. This means that as a teacher, especially if you are teaching one of their LOTE classes, you may choose to have students practice staying in the language. This does not mean that students never translanguage, or use all of their linguistic repertoire, but that you as a teacher make professional decisions as to when you want students to practice engaging in sustained monolingual blocks not just for adults but for students as well.  

Additionally, the school should be working on elevating the status of the LOTE. Often, the percentage of students who are Dual Language students is small in our middle schools.  This is especially true when the elementary program is a strand within a singular school and several elementary schools are feeding into a single middle school. This small percentage should not change the fact that signage and announcements should be in the LOTE and in English, the LOTE coming first. Let the pledge also be said in both languages.  Have students visit their elementary school to support the younger students while they are learning in the LOTE. If the LOTE is taught in a World Language program at the school, have the Dual Language students available to tutor their peers. Work at building up the LOTE and tearing down the messages sent by the outside world. It is important to encourage the school culture of multilingualism with the hopes that it is also reflected district-wide.

And finally, if your school receives newcomers who speak the LOTE, give them room in your Dual Language classes. They should be considered equal to their counterparts who have studied in the US since they were littles. Newcomers not only infuse fresh language into the classroom, placing students who have been in the program for a long time in a position where they have to speak the LOTE, but also have a lot to gain from the program. The at least two classes taught in the LOTE give newcomers a much needed brain break when they can study at high levels of rigor in their home language. (The rest of the day will be in English through a combination of mainstream classes and English Language Development instruction.) It will also allow newcomer students the opportunity to shine in an environment that may otherwise be eating at their self confidence.

By embracing these strategies, you can shape your middle school programs to be strong in the Language Other Than English.  

If you need more support, please reach out to Language & Equity Education Solutions  at arm977@mail.harvard.edu. I’m happy to help!

Aradhana Mudambi
Author: Aradhana Mudambi

Dr. Aradhana Mudambi is the founder and Chief Advocate for Students at Language and Equity Education Solutions LLC, a consulting firm that supports schools and school districts to build and improve their multilingual programming, especially their Dual Language Education programs. Through Language and Equity, she provides professional development, consulting, and coaching. For the past few years, Dr. Mudambi has run her popular blog, Social Justice and Education. She has taught several courses such as Intercultural Communications, TESOL Methods, and Assessments for Bilingual Students at Eastern Connecticut State University. Furthermore, she serves as the Director of Multilingual Education at Framingham Public Schools in Massachusetts where she oversees Dual Language programs in Spanish and Portuguese. Additionally, she worked as the Director of Bilingual Education at Windham Public Schools, not only overseeing and restructuring Windham’s Two-Way Dual Language program, Compañeros, but also founding and building Dos Ríos, New England’s first One-Way Dual Language program. Dr. Mudambi has served as a building leader, a Dual Language teacher, an ESOL teacher, and a Spanish teacher. She has worked in India, Mexico, France, England, and The United States. You can reach Dr. Mudambi at arm977@mail.harvard.edu.

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