[lg policy] America’s Bilingual Roots

Harold Schiffman haroldfs at gmail.com
Wed Aug 8 11:29:59 EDT 2018


 America’s Bilingual Roots
August 7, 2018
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*Dominika Baran* reminds us of the history and value of America’s
multilingual past



Every September, or August in some cases, teachers welcome into their
classrooms students whose first language is not English. Some of these may
be immigrant or refugee children who have just arrived in the U.S. and know
not a single English word. Others may have grown up in immigrant households
and first encountered English literacy in kindergarten, so that even as
bilingual speakers in higher school grades they are daunted by academic
English.

Even in schools with robust English as a second language (ESL) support,
some teachers struggle to meet the needs of their English language learners
(ELLs)—or emergent bilinguals. The situation is much worse in areas where
bilingual education is discouraged or disallowed. One well-known example of
this is Arizona, where the passing of Proposition 203 in 2000 eliminated
bilingual education programs, replacing them with so-called structured
English immersion (SEI) that has left many students and parents
traumatized, but Arizona is hardly unique.

So why does bilingual education induce so much anxiety among policy makers
and the English-speaking public, even though research and classroom
practice have shown time and again that supporting students’ home languages
actually helps them learn English and leads to better academic performance
overall?
MULTILINGUAL PIONEERS

There are arguably few images of young America as iconic as the pioneers.
In Westerns, Hollywood portrayed them traveling in covered wagons across
the prairies, inevitably speaking English—or, more precisely, an
unmistakably American, somewhat country-accented variety of English. But
contrast that with a different scene featuring pioneers, one taken from the
Texan countryside in 1854. A group of about 100 Polish families from Upper
Silesia have just arrived, under the leadership of a priest from their
hometown, Reverend Leopold Moczygemba.

Having expected an established settlement, they find themselves in
untouched wilderness, overgrown with grass and brush so tall that people
cannot see each other from just a few feet away, filled with rattlesnakes,
barren of anything edible, hot, and unforgiving. In the absence of any
dwellings, they sleep in dug-out burrows. Day by day, they work tirelessly
to clear the hostile land. Eventually, they build a village: houses, a
church, a school. In the church, Reverend Moczygemba preaches in his native
Silesian Polish, and the school is taught in Polish as well.

Similar stories can be told of Czech, Slovak, German, Swedish, Norwegian,
or Danish settlers, to name but a few—and in the American West, of course,
Chinese, Japanese, and other non-Europeans likewise settled often difficult
terrain, and built railroads and mined. Although the English introduced by
the British colonizers is now the dominant language in the U.S., it was by
no means the only language spoken by early Americans. In fact, at the time
of the American Revolution, less than 50% of people in the colonies were
English speakers or of English-speaking descent.

Today, on the other hand, while we hear thousands of languages spoken in
America, as many as 80% of Americans are native—and often
monolingual—speakers of English. Two facts about language in America emerge
from this history: that multilingualism has always been a feature of
American society, and that English remains the dominant language with
little danger of a challenge.

Yet both of these ideas appear to elude many people, like the angry
customer at the Manhattan eatery Fresh Kitchen whose rant against employees
addressing customers in Spanish went viral on May 16, 2018. The man’s
assertion that the restaurant’s staff “should be speaking English” because
“this is America” is an old yet common slogan. It assumes, incorrectly,
both that English is the only American language and that English is somehow
assaulted when other languages are used in public.

Another incident that took place on the same day was the detention by a
Montana Border Patrol officer of two American citizens because, in his own
video-recorded words, they were speaking Spanish, which is “very unheard of
up here.” The officer’s actions and the reasoning behind them reflect,
again, the idea that languages other than English are un-American and
present a threat. These misconceptions underlie many educational policy
decisions aimed at immigrant children.
ENGLISH IS NOT GOING AWAY

Research has consistently shown that across immigrant communities in the
U.S., a complete shift from the heritage language to English occurs by the
third generation. In other words, even if first-generation immigrants do
not speak English at all, their grandchildren tend to be monolingual in it.
Furthermore, languages other than English have a comparatively tiny number
of speakers in America. Even Spanish, the only serious partner to English
in American public spaces, is spoken only by a little over 12% of the
population, and its relative vitality is mostly due to its history as the
dominant language in the North American West and Southwest and to the
Spanish language’s continuous contact with Central and South American
Spanish via ongoing transmigrations.

The lesson here should be that English is not going away. It is not
embattled or disappearing. Consequently, it is irrational to worry about
the welfare of English when hearing or seeing other languages used in
American public spaces. When such fears inform educational policy, leading
to the elimination of bilingual or dual-language programs in favor of
English immersion, emergent bilingual children suffer, because immersion is
not, contrary to common popular belief, the quickest way for children to
learn a new language.

In fact, recent research shows that children are not necessarily better at
learning new languages than adults. When “immersed” in English and deprived
of a way to make meaningful connections between the new L2
(second-language) input and their existing L1 (first-language) knowledge,
children struggle to comprehend academic material, they lose motivation,
and their self-esteem plummets. And in addition, they become isolated from
their communities: their heritage language begins to undergo attrition and
they may develop negative feelings about it, while at the same time their
parents, who often do not speak English, are unable to help them with
homework or engage with school activities.
BILINGUALISM IS GOOD FOR YOU—AND FOR SOCIETY

As early as 1979, University of Toronto professor and scholar of bilingual
education and second-language acquisition James Cummins criticized
immersion programs as “submersion” that runs counter to all available
research. He, and many other researchers since, emphasized the
developmental interdependence of L1 and L2, pointing out that children who
continue to develop their L1 as they acquire L2 perform better on reading
tests than children whose L1 education is replaced with L2. This is not to
say that emergent bilinguals cannot succeed when placed in English
immersion programs, but that they succeed in spite of, and not because of,
such placement.

By contrast, there is clear evidence that encouraging the simultaneous
development of L1 and L2 through bilingual and dual-language education
helps children make connections between what they are learning and what
they already know, leading to better performance and stronger self-esteem.
Researchers Lesley Bartlett and Ofelia García describe the success of
dual-language development in the bilingual program at Gregorio Luperón High
School in New York City, noting that when Spanish is used as scaffolding to
learn English, even teenagers who come to the school with only limited
English are able to acquire it rapidly.

The fact that bilingualism benefits our brains has been written about
copiously in recent years. Bilingualism is reported to aid brain
development, enhance cognitive functions such as prioritizing and
organizing information, and help ward off early signs of dementia. When
immigrant children’s bilingualism is encouraged—when they are treated as
emergent bilinguals and not just future English speakers—their chances of
academic success increase. It is time that these research-based facts, not
irrational fears of other languages “taking over,” informed bilingual
education policy in the U.S.

America was settled by speakers of many languages, and as long as
immigrants continue to come to the U.S., multilingualism will remain a fact
of American life. At the same time, those who fear for the future of
English can rest assured that it is more than secure. English is here to
stay. Supporting other languages is neither un-American nor a threat to
English.

*Dominika Baran* is an associate professor in the English Department at
Duke University. She works in the fields of sociolinguistics and linguistic
anthropology, and her current research focuses on the intersections of
language, identity, and migration. Her book, Language in Immigrant America,
was published in October 2017.


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 Harold F. Schiffman

Professor Emeritus of
 Dravidian Linguistics and Culture
Dept. of South Asia Studies
University of Pennsylvania
Philadelphia, PA 19104-6305

Phone:  (215) 898-7475
Fax:  (215) 573-2138

Email:  haroldfs at gmail.com
http://ccat.sas.upenn.edu/~haroldfs/

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