From Problem to Possibility- Reflective Journal

The title of the article of From problem to possibility (Daly & Chrispeels, 2005) struck me in a most unanticipated way.  Although the article itself is about leadership for implementing change, organizational stress and other topics, the title itself served as a catalyst for an epiphany.  I have always had an interest in students that are emerging bilinguals, and I plan to make this the focus of my research.  I reflect back on some of the terminology that was used (and in many areas still is) fifteen, twenty years ago when I first entered into the field of education.  For example, LEP- Limited English Proficient, ELEPS- English for the Limited English Proficient Student- the program written in San Diego City Schools for students taking English as a Second Language (ESL).  Now I shake my head and wonder how could we as educators look at an entire population of students from a perspective of what they don’t have, clearly a deficit viewpoint?

That is not my epiphany though.  The epiphany is about the power of language.  Over the past few summers I have been fortunate to attend several trainings and conferences, including Project WRITE, the Cultural Proficiency Institute and a talk with the author of Words were all we had: Becoming biliterate against the odds.  It was at the Project WRITE training a few years ago that I first heard a new term as a replacement for ELD (English Language Development)- English as a New Language (ENL).  Not only is this an appropriate term for our students that are acquiring a new language, but the term implies, if one gives it deeper thought that the student already has language.  This acknowledgement is one of many on a path to recognizing an asset.  With this new term so many changes in our speech are possible and make so much more sense.  For example, instead of English Learner- Emerging Bilingual.  Furthermore, if we incorporate language that is grounded in a belief that the primary language of a student is an asset, a shift in philosophy seems at first plausible and then probable.  For example, if the term Emerging Bilingual is used on a regular and consistent basis, then the discussion of transition programs (the goal of which is to at best not develop a primary language and worse to eliminate the primary language) seems not far off on the horizon and with it how illogical those programs seem.  Regarding students as Emerging Bilinguals (and hopefully emerging biliterates) foundationally sets the stage for not only the maintenance, but for the continued development of the primary language.  

I would like to see a change in behavior within our school systems.  Using the term Emerging Bilingual but then not permitting the use of a student’s primary language, or admonishing a student for code switching not only seems illogical, it makes the speaker of those admonishments look at the very least foolish.

So back to the epiphany, from the “problem of English Learners” to the possibility of biliteracy.  I think that I am pretty aware of my language, but the commitment that I make is to shift my language so that it becomes habit.  I am a leader and if I have to explain what I mean to people that give me puzzled looks, then I will.  I actually look forward to those conversations and hopefully the reflection and eventual impact that they will have.  

References

Daly, A. & Chrispeels, J. (2005).  From problem to possibility:  Leadership for implementing and deepening the processes of effective schools.  Journal for Effective Schools 4(1), 7-25.

de la Luz Reyes, M. (Ed.) (2011). Words were all we had: Becoming biliterate against the odds.  New York: Teachers College Press.