Developing dual-language immersion programs in less commonly taught languages poses unique challenges for schools and educators. One such example is the case of Allen Jay Elementary School, which introduced a dual-language immersion program in English and Urdu. Initially, school officials considered translating the curriculum used for their English and Spanish program. However, they soon realized that Urdu was a distinct language with unique characteristics, such as right-to-left writing, making direct translation impractical.
To address this challenge, the school reached out to Hina Ashraf, an associate research professor at Georgetown University, specializing in linguistics and multilingual studies. Ashraf worked with Urdu-language teachers to develop a curriculum tailored to students’ academic, linguistic, and cultural needs. The program, which started with kindergarten, now spans all elementary grades, with the first cohort of graduating students currently in 6th grade. The initiative aimed to serve the growing Pakistani community in High Point, North Carolina.
The difficulties faced by Allen Jay Elementary are not unique to Urdu programs. Schools nationwide encounter similar obstacles when establishing dual-language immersion programs, especially with less commonly taught languages like Urdu, Hmong, and Vietnamese. Conor Williams, a senior fellow at the Century Foundation, highlighted common challenges such as recruiting bilingual staff, sourcing culturally relevant curriculum, and community preferences for certain partner languages.
Jenna Cushing-Leubner, an associate professor at the University of Wisconsin-Whitewater, shed light on the complexities of teaching Hmong, a stateless language spoken by indigenous people from southern China and Southeast Asia. Due to the lack of Hmong textbooks and qualified teachers, schools in the U.S. face hurdles in implementing Hmong language programs. Cushing-Leubner collaborates with Hmong-language teachers in Wisconsin, Minnesota, and California to address these challenges.
In conclusion, building dual-language immersion programs with less commonly taught languages requires innovative solutions and collaborative efforts from educators, researchers, and community stakeholders. Despite the unique obstacles, schools like Allen Jay Elementary are committed to providing diverse language education opportunities to meet the needs of increasingly diverse student populations. Dual-language immersion programs in the United States often rely on teachers from local communities to create their own materials, as existing resources may not fully reflect the experiences and histories of immigrant communities in the country. Alisha Nguyen, an assistant professor at Lesley University, collaborated with Boston public schools to develop a Vietnamese dual-language curriculum that better resonated with the Vietnamese American community in Boston, many of whom are refugees from the Vietnam War.
Nguyen emphasized the importance of providing students with a comprehensive understanding of their community’s history, especially in relation to Asian American history, which is often overlooked in mainstream curricula. By creating culturally relevant materials, educators can help students better connect with their heritage and feel a stronger sense of belonging in school.
While dual-language programs can be beneficial for English learners, the effectiveness may vary depending on the partner language. For instance, programs pairing English with Spanish may yield greater benefits due to the linguistic similarities between the two languages. However, research has shown that dual-language programs contribute to students’ academic and linguistic success, as well as their overall sense of belonging in school.
In 2017, Massachusetts overturned a law that had previously banned bilingual education in the state for 15 years. This decision was prompted by the realization that English learners were not reaching their full language development potential and were losing connections to their cultural heritage. By reinstating bilingual education, Massachusetts aimed to support students in maintaining their cultural identities and fostering a stronger sense of belonging in school.
To establish dual-language programs in less commonly taught languages, community advocacy and support from school leaders are essential. By engaging local communities and demonstrating the benefits of multilingual education, educators can build momentum for these programs and ensure that students receive the linguistic and cultural support they need to thrive. In today’s globalized world, the importance of learning languages cannot be overstated. However, some languages are often undervalued and overlooked due to various reasons. These languages may not be seen as connected to a major economy, or they may even be labeled as dangerous to promote by state or federal officials.
According to researchers, creative thinking is essential in building up and sustaining programs that promote these undervalued languages. One approach is to have K-12 schools partner with universities for curriculum development support and professional development. This collaboration can help create a more robust language program that meets the needs of students and provides them with the necessary resources to excel in their language studies.
Another strategy is to create national coalitions through which teachers can share materials and ideas for teaching these languages. By sharing resources and best practices, educators can enhance their teaching methods and provide students with a more enriching language learning experience.
Furthermore, building hiring pipelines within local immigrant communities can help promote these undervalued languages. By hiring native speakers or individuals with a strong proficiency in the language, schools and organizations can create a more immersive language learning environment for students.
It is essential to recognize the value of these languages and the importance of promoting diversity and multiculturalism in education. By investing in programs that support the learning of these languages, we can create a more inclusive and globally aware society.
In conclusion, efforts to promote and sustain programs for undervalued languages require innovative thinking and collaboration among educators, policymakers, and community members. By working together and recognizing the benefits of learning these languages, we can ensure that all students have access to a diverse and comprehensive education.
