Voices in Motion: Learning from the Bilingual Classroom

 

Watching the CUNY-NYSIEB Teaching Bilinguals (Even If You’re Not One) web series felt like coming home to a classroom I’ve long dreamed of.  I watched all 5 episodes, hopeful that we will have more conversations and efforts as seen in each video. A place where identity isn’t trimmed to fit the margins, but is welcomed into the center of learning. As a Vincentian, a school nurse, and a culturally responsive educator, I saw my own story ripple through each scene: a story of dual identities, silenced brilliance, and the healing power of language affirmation.

What stood out to me immediately was the series’ celebration of translanguaging, not as an academic technique, but as a lived practice. In Episode 1, Sara Vogel introduces the concept of emergent bilinguals, explaining that the term centers students' full linguistic repertoire rather than framing them by what they lack. One teacher further explains, "We like to use the term emergent bilingual because it reflects the idea that all students have the potential to become bilingual, and that’s something that we value." It’s not a switch to be flipped, but a river that flows through culture, memory, and learning. Another educator reinforces this by stating, "Having different languages is only going to help them, not hinder them". What a powerful reminder that multilingualism is a strength, not a setback! I’ve seen that same flow when a Caribbean child, nervous in an exam room, finds calm when I say, “Nuh badda worry yuh sweet head wid stress” in the gentle melody of our island home.

The web series brings theory into practice with tenderness and clarity. In Episode 3, when a teacher says, 'Can you explain that to your group in Spanish, and then let’s see how we can say it together in English,' it highlights translanguaging not as a crutch, but a strategy of empowerment. Ms. Valentine reflects on this educational shift, saying, "When students speak in their home language, they are able to express themselves more fully and engage more deeply with the content". It echoes what I practice in health education, listening to an MLL student reiterate teachings given during class in both languages, understanding that they aren’t just translating, but  integrating their worldviews. What also struck me was the deliberate pacing and modeling in these videos. In Episode 5, where educators support each other in adopting translanguaging strategies, I saw the very embodiment of such wholeness as colleagues are open to listening, rather than correcting and observing, instead of assuming. That is what healing looks like in teaching and education.

Christine Sleeter’s concept of 'mirrors and windows' also resonates here. Classrooms, like clinics, must offer mirrors for students to see themselves reflected in the content, and windows into lives and languages beyond their own. The web series creates both mirrors that affirm bilingual identity and windows that expand understanding. Vividly illustrating that language is not separate from learning. Language is the vehicle and the voice to reformation and renewal in society. We are no longer speaking theory into silence. We are acting theory into affirmation.

These resources are accessible, grounded in research, and rooted in a rich and hopeful humanity. I will also share them with families, especially foreign parents who want to understand how their home language is not a barrier but a gift.

Whether you’re a teacher, a paraprofessional, or a community health worker:

• How are we making room for children’s full linguistic selves?
• Are our teachings or care practices grounded in affirmation or assimilation?
• Do your spaces invite translanguaging or subtly penalize it?

Please explore the informative podcast exploring the intricacies of code switching amongst Jews as Trump attempts his antisemitic raid: Code Switch (NPR Podcast) — A podcast about race and identity