DR. MYRNA ROSADO RASMUSSEN, NATIONAL MULTILINGUAL SERVICES, LLC

¡Si soy de aquí, y si soy de allá!

It’s the perfect sentence that can set the tone for creating a space for equity that includes multilingual students in our current educational landscape, a landscape that often fails to recognize and support the unique needs of these beautiful students. As a bilingual teacher who has always worked on Title I campuses for decades, I had the privilege of engaging in the process of educating many newcomers. My empathy for many of my students was based on my funds of knowledge. My grandparents practically raised me as my mom had to work long hours to support the family. During the hours spent with them, I had the fortune to be exposed to telenovelas from different countries while in the care of my grandma, and I truly believe I became multicultural in the process. As a result, I learned about many customs, languages, and cultural traits from Venezuela, Colombia, Mexico, Chile, and even from the Middle East. I remember the telenovela El Clon like yesterday, as I was fascinated by many Middle Eastern customs back then. Also, in Puerto Rico, a Caribbean island where I am from, it was customary to be around people from different countries, as they used the island as a trampoline to arrive in the mainland United States. My interaction with people from different countries helped me valued their beautiful traits. Never in a million years would I have thought that my previous experiences would have become an asset in my future career as an educator. For my students’ advantage, I used my previous experiences to connect with them as I understood that everything was very different for them in the United States.

As our nation undergoes demographic changes, our classrooms are becoming increasingly diverse. It is essential to take the time to learn the stories of the families and students, as immigrants from the United States come from a wide range of backgrounds. It's important to acknowledge that students have mixed feelings about their journey, and these emotions can have a significant impact on their ability to focus. Also, we must avoid making assumptions and understand that students from the same country may have vastly different experiences. While there may be similarities in family customs due to common things in their regional areas, it is important to recognize that sharing language and nationality does not ensure equality. Teachers must be aware of the students' backgrounds, as it directly impacts their transition to the new system.

Our multilingual students, despite facing unique challenges in a new language, adapting to a different system, and often dressing, speaking and behaving differently, demonstrate remarkable resilience. The current influx of immigrants, particularly from countries like Venezuela, Cuba, and Central America are escaping an oppressive system, which has intensified these challenges. Despite their immigrant status, these children can enroll in U.S. schools.

As educators, it's our responsibility to create a safe learning environment for them, and we can draw inspiration from their resilience. Demonstrating empathy as a kind gesture to help them overcome their emotions is an essential and rewarding part of teaching multilingual students.

While the language barrier may seem insurmountable for many multilingual students, it's crucial to remember that they are not a blank slate. As educators, it's our responsibility to take the time to build relationships with our students, to learn about their strengths and weaknesses. The first step is to create these relationships, to develop their confidence, help them overcome obstacles, and let them know that we genuinely care. It's not necessary to be diverse in all cultures to be an effective teacher, but it's important to make the effort to understand and connect with our students.

As educators, we should view our students' experiences as an asset, not a barrier. By leveraging their prior knowledge, we can effectively develop academic language. Their experiences offer numerous opportunities to use their information to steer the conversations during a lesson. This potential should fill us with optimism and hope for their academic success, knowing that we have the tools to help them succeed.

While adapting to the new system, it is normal for many students to go through a process called the silent period. Dr. Stephen Krashen (1981) explained that this second language acquisition stage is normal for multilingual students as students are absorbing the new environment. Still, even if they are quietly observing, ¡Porque tontos no son! Al contrario, they are learning. The mindset of "all students can learn" is the beginning of creating a welcoming environment in the classroom. To optimize learning outcomes, it is crucial to incorporate various research-based strategies into every lesson to integrate content and language effectively. Making language accessible by utilizing some instructional best practices allows students to share their unique experiences while learning. To ensure that an equitable learning environment for all students is established, it is essential to intentionally incorporate both content and language in our lesson plans. However, addressing content and language in isolation is insufficient; we must also include activities enabling students to practice specific language domains. One practical practice involves organizing students into groups based on their proficiency levels, allowing them to engage in collaborative activities to practice speaking, which is a good start. This approach encourages students to discuss and share their knowledge actively and enables them to draw upon their personal experiences to establish meaningful connections with the lesson content.

The traditional values that multilingual students bring to school are unique and a significant asset for any school. These values and family traditions, which are not language-bound, play a crucial role in shaping the student's learning trajectory. Giving students the space to express their cultural identity and share their experiences positively influences their engagement with the lessons. Moreover, a multicultural education system benefits all students by promoting understanding and appreciation of diverse cultural backgrounds, fostering empathy and tolerance, and preparing students for a globalized world.

Getting to know your students also means learning about their traditions. Each family may have specific customary traditions depending on their members, community, or region. It is the responsibility of teachers to familiarize themselves with these particular traits to avoid misinterpretation. For example, in many Hispanic countries, people learn from generation to generation how to respect their elders. For the most part, in the United States, making eye contact means paying attention, but prolonged eye contact can be seen as disrespectful or confrontational in other cultures.

Another interesting example is the concept of time. It is true when people mention that it is the Caribbean, Mexican, or just Hispanic way of time, meaning that it is not a linear adherence to a specific time or deadline, but it is totally accurate. An excellent example of the concept of time is the "ahorita" term from Mexico, which does not mean right now. For instance, in some Asian cultures, making direct eye contact with a teacher is considered rude, as it is seen as a sign of disrespect. Understanding these cultural nuances can help educators create a more inclusive learning environment. Teachers can learn about their students' cultural practices to foster an environment of trust and respect as they begin to understand the differences and similarities.

Allowing students to work in small groups with a teacher and have discussions accommodates everyone. Simple things like utilizing music in the classroom are part of the essence of teaching multilingual students and can set the tone. I remember one of my elementary teachers who always used the phrase "dímelo cantando" tell me singing had a positive impact on all of us. We had a blast with her unique approach and energy, and at the same time, we learned a lot because it was an innovative instructional support. The focus should always be on validating students' identities creatively and authentically. This may involve incorporating culturally relevant materials, with books from authentic authors from different countries; this will encourage students to share their personal experiences and foster a classroom environment that respects and celebrates diversity.

Many multilingual students from low socioeconomic backgrounds demonstrate remarkable resilience and a strong desire to progress if motivated. For language development, it is good practice to use cognates, sentence stems, and hands-on activities—anything that can help students understand content vocabulary. Scaffolding the instruction with these best practices will help students be problem solvers and develop language skills in an authentic and meaningful way.

Their resilience becomes evident when allowed to make connections and use their entire linguistic repertoire for communication. Even with limited English proficiency, using their first language to express their ideas can be seen as the beginning of engaging with the new system. When students are allowed to use what they know from "allá" in the new "aquí," it's a strong tool for learning as it is rooted in their identity.

Research has shown that students perform better in schools when they use their first language (L1) and transfer that knowledge to their second language (L2) (Cummins, 2001). Suppose educators, administrators, and other school stakeholders genuinely understand the importance of language and culture and adopt an asset-based approach like those in dual language programs. In that case, we can create a school environment that is responsive and inclusive, where students are not required to leave their identities at the school door. This is not about making the curriculum easier but about making it relevant and providing multilingual students with numerous opportunities to enhance their language skills.

Also, let's emphasize the critical role of family engagement in the education system, especially when working with multilingual families. By actively involving family members in their children's educational journey, we can establish a genuine partnership and collaboration between home and school. This collaboration fosters trust, respect and cooperation, empowering parents to better understand the educational system and effectively support their children. It's common for parents to believe that increased English language in school is the solution. Therefore, it's essential to take the time to explain the significance of using the students’ first language in the school environment to bridge connections with the second language.

Furthermore, it's crucial to recognize and respect diverse identities, encompassing race, gender, and cultural backgrounds. Reevaluating the traditional approach to teaching can lead to a significant transformation in the educational system. This transformation has the potential to cultivate a more inclusive and effective learning environment, where students from all backgrounds feel valued and supported in their academic pursuits. Ultimately, this approach instills a sense of optimism and hope for the future among educators and policymakers. Then, we can genuinely support our students' shouting out loud ¡Si soy de aquí, y si soy de allá! Con orgullo.

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DR. MYRNA ROSADO RASMUSSEN

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