“No hablo espanol.” “Je ne parle francais.” “I do not speak your language (fill in the language).” If these statements are true, you may be a pilgrim in a foreign land even in your own nation or community. The value of interpersonal communication remains incontrovertible and communicating in a common language is essential. Our trending away from second and third language instruction in school contradicts what we know about our world and the importance of personal communication. Consider the Seal of Biliteracy as a next school district goal for educating our children to thrive in tomorrow’s world.
More than 400 different languages are spoken in the United States today. English, Spanish, and Chinese are the most prevalent; English being our nation’s unofficial language. Unofficial language, yes. The United States does not have an official language. And, there are regions and communities of our country where non-English languages are commonly spoken among recent and generations of immigrants. By the way, recall that all non-Indigenous languages immigrated to our country, including the English language.
One solution is to obstinately hold to an English only requirement. Speak to no one who does not speak English. In the presence of growing numbers of persons whose first language is not English, this may be counterproductive and purposefully obstructive.
Another solution is to grow our capacity for second language learning. Second languages include both spoken and signed languages.
The WI DPI Seal of Biliteracy application details how a variety of language acquisition programs can result in our recognizing students who demonstrate proficiency in a second or in multiple languages. Administratively, it is important to note that biliteracy is a proficiency that can be attained both in school and out of school – assessment indicates attainment not the source of learning.
https://dpi.wi.gov/english-learners/wi-seal-of-biliteracy
For schools with traditional world language instruction, awarding a Seal to high school graduates can be a tangible reward that assists students and families to understand the value of persisting in second language proficiency. The Seal is a recognition of a graduate’s capacity to communicate with non-English speakers that has value in post-high school education and career pathways. Along with academic knowledge and skill sets, the ability to speak and communicate in other languages is a very real addition to a graduate’s resume’.
Many secondary students discontinue classes in a second language in favor of a course they believe will provide more post-high advantage or, given their course load, may be easier. The Seal of Biliteracy can give students more motivation to complete a third or fourth or fifth year of a world language in school.
Learning a second or third language does not stop once a student graduates. There are beaucoup online apps and programs that instruct a person in learning other languages. There is, however, a time in life when one’s language acquisition is more flexible and efficient; later in life is not that time. The earlier one starts learning a second language the better and beginning prior to age 6 or 7 is best. The young brain uses all seven senses to assist in language learning and learning multiple languages is natural for youth. There is evidence that starting to learn another language gets to be more difficult after puberty. Personality, including language, begins to coalesce into who a learner will be as an adult and preferences prevail.
As with many things in education, we know that being multilingual provides adults with personal and professional advantages. As educators we know how to cause children to become multilingual. We also know that creating these opportunities is our choice just as engaging in these opportunities is a student’s choice. The Seal of Biliteracy is a clear pathway to giving children another educational advantage that will serve them well in life.