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Miguel Vera

Professor Batty

English 101

27 March 2019

Language and Identity

There comes a moment in this modern society when you are caught having to make an

impression on people. Whether you are eating dinner across from​ ​your mother or​ ​father-in-law,

having to explain your background or showing up to a job interview, we are always caught

having to introduce ourselves. Imagine not even being able to describe or have a sense of who

we are! This is a critical problem for bilingual ESL college students--lacking in the notion of

belonging and identity because of their language barriers. In general, it is important for bilingual

ESL college students to be resourced with a transition to college course development program

taught by specialized instructors, in order to ease language barriers and get familiar with both

adapted languages. In addition, k-12 schools should support bilingual ESL students from the start

by implementing the current Common Core Standards (which have already come into effect with

preparing young learners in English language arts and Mathematics field) with dual language

programs at an early age. This would allow students to become more familiar and metacognitive

thinkers at an early age.

In monolingual k-12 schools, students often struggle with cultural adaptation, uncertain

of whether they should or should not make their other language and culture apparent.

Monolingual schools pose a threat to a students character. They find themselves wanting to adapt
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rather than surpassing because of their circumstances. How comfortable do students feel in

regards to their individuality? If a student cannot fully embrace their vocabulary over the years

of their childhood, how prevalent will this problem be towards their future success? For instance,

Professor Maria Brisk from Lynch School of Education, states that in bilingual settings students

are “less likely to feel unable to act and participate through topics.” Bilingual settings allow

students to concentrate through “code switching (alternating between two languages),” rather

than struggling to find words. Students oftentimes find themselves expressing their thoughts by

trying to find the right words, therefore it is necessary to continue to learn more forms of putting

them together. “If you cannot say what you mean…you will never mean what you say (The Last

Emperor).” In this sense, words are so vital they might as well pose a threat towards a person’s

identity. Therefore, every school in America should incorporate dual bilingualism among schools

to help increase their social skills and overall well being at an early age.

America can avoid these language barriers through the evolutionary process of a student

by especially promoting bilingualism among elementary schools since the 2010 Common Core

(educational standards) guidelines have come into effect. It would help gain solidarity among

students at an early age and avoid a dimension of complications with proceeding further

education. Again, these programs will only enforce the new language demands of the new

curriculum. “With the rising interest in high academic achievement that includes high language

of language and literacy development, bilingual education should be considered as a viable form

of education to reach the goals expressed in the New Standards (Maria Brisk, Patrick Proctor

2012).” When students learn something in their native language, it is easier for them to learn a

new one-- language acquisition. If students are already being presented with a new set of
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standards then why not incorporate dual language concepts to prevent barriers in a students

education, considering the “twenty-six percent of the population in America speak more than two

languages (Puerto Rico Report).” America suffers from an insufficient language system.

Students native language should be used as a vehicle to learn a second language and this

form of understandment should be available through dual language concepts-- everywhere.

Students that fluently speak two languages are more likely to continue and thrive throughout

their education as well as transition to college. College ESL students face a number of challenges

including motivation and self-worth, cultural differences and expectations, and a lack of

knowledge in the US school system. Dr. Lijun Shen from the ​Language Magazine ​states theres is

an “extreme disconnection between the ESL population and the rest of the college...most

supportive services are unavailable to the ESL students (LM).” ESL college students should be

resourced with a task force of administrators, instructors, college services, and community

partners (counselors) to help encourage their advancement in their college education. Most

learners who study english as a secondary language stay in literacy programs without moving

into college programs. This is definitely an academic barrier. There should be a curriculum,

instruction and extra support for these students. It is difficult to portray modules in the domain of

bilingualism but this task force will provide an increasing impact on literacy and self-reflective

thinking. Bilingual students would be able to learn better if a topic is presented to them in their

native language.

Creating a transition to college class for ESL students would be a great gateway towards

getting them to quickly connect with their instructors and facilitate an immediate bond with their

college environment in contrast to becoming alienated. A transition to college class would help
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encourage them to become better scholars. The program would help them believe in their self

worth through their challenges, communicate both in oral and written forms, develop critical

thinking skills and learning strategies or study skills. It is important to emphasize: bilingual

students are learning to master a combination of two languages. Teachers should comprehend

why a student would be speaking broken English and encourage them to join the program. It is

crucial to actively seek a mutual understandment through organized curriculums instead of

outcasting these students. I remember five year old me asking my teacher, Mrs. Kocian, a

question to a problem and feeling a flustering outburst of emotions after hearing her respond “no

me importa,” meaning “I don’t care.” That fragment of my life is so deeply rooted within me that

I still vividly feel that rejection to this day. A transition to college class is essential for a students

academic success.

Although providing native language versions of standards or recruiting a task force for

college students would be extensive, high quality bilingual education​ ​that promotes full

development of two languages goes beyond becoming fluent in both dialects. If schools

emphasized how primal bilingual education was it would help about a quarter of students in

America recognize their cultural resources as virtues and help continue their further education. It

would allow students to express their whole language and cultural capability. Bilingual education

would help students believe in themselves and allow them to become comfortable with social

settings for their future careers. It would dispose the threat to a student’s identity and validate

them as citizens. K-12 schools and colleges need to start empowering their bilingual students

instead of limiting them.

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Works Cited

Brisk, Maria Estela, and C. Patrick Proctor. “Understanding Language.” ​Understanding

Language​, 2012,

ell.stanford.edu/sites/default/files/pdf/academic-papers/11-Brisk%20Bilingual%20Progra

ms%20FINAL_0.pdf.

“Bilingual America.” ​Puerto Rico Report​, Puerto Rico Report, 11 Aug. 2017,

www.puertoricoreport.com/bilingual-america/#.XOxzHy2ZPfY.

The Last Emperor. ​Directed by Bernardo Bertolucci. Performances by John Lone, Joan Chen,

Peter O’toole, Ring Ruocheng, Victor Wong, Dennis Dun, and Ryuichi Sakamoto.

Columbia Pictures, 1987.

Shen, Lijun. “Transitioning Adult ESL Students to College.” ​Language Magazine​, 2017,

www.languagemagazine.com/transitioning-adult-esl-students-to-college/.