EdiLexis

G.M.Frongia

Throughout their time in our schools, English Language Learners (ELLs) lack opportunities to cultivate and develop proficiency in their first language. In our public schools, the increasing presence of students speaking languages other than English highlights a pressing issue: the under-recognition and undervaluing of ELLs’ first language skills. Consequently, we do not offer them the opportunity to maintain and grow in proficiency in their first language. In the assimilation process, ELLs risk losing proficiency in their first language. While the reasons for this phenomenon are manifold, I want to highlight just two of them: Educational policies that prioritize English language proficiency might unintentionally diminish the significance of preserving proficiency in the native language, potentially resulting in insufficient support or resources for bilingual education initiatives. ELLs might encounter societal expectations to assimilate into the dominant culture and adopt its language. This pressure may stem from peers, educators, or the wider community, posing challenges to the preservation of their native language.

According to the Virginia Department of Education, our state hosts over 117,000 ELs who collectively speak more than 240 languages. Some of these languages are endangered, further emphasizing the cultural diversity they represent. Despite this linguistic richness, the educational system fails to acknowledge or appreciate the significance of ELLs’ native languages.

As ELLs progress through school, they often lack opportunities to enhance their first language skills within the school setting. Consequently, many of them recognize the value of their linguistic and cultural background as an educational asset. This underscores the necessity for schools to recognize and include the languages and cultures of ELLs in their educational programs.