Bernilda: Good evening everyone, and welcome to—

Both: “Our Words, Our Worlds”

Hawa: We’re your hosts, Hawa and…

Bernilda: Bernilda. We’re so happy to have you on with us today. This podcast explores how language shapes the way we see ourselves, each other, and the world we live in.

Hawa: On this first episode of our podcast we are going to be discussing linguistic appreciation discrimination, and usages of translanguaging within schools. As multilingual students ourselves, our perspectives portray varying experiences within the school system when it comes to multilingual learning.

Bernilda: That’s really interesting…

Hawa: I know, I’m excited to talk about it! Bernilda’s going to start us off on a high note with her experience of linguistic appreciation during her elementary school years.

Bernilda: When I think of linguistic appreciation, my mind always goes back to my elementary and middle school days. I went to a private Christian school where the majority of the students, teachers, and staff were Haitian. Our culture wasn't something we had to “explain” or “defend”. It was just part of the air we breathed.

Bernilda: Even though English was the main language for academics and everyday communication, our language, Haitian Creole, was always there, we only used it when it mattered. Teachers didn’t use it during lessons unless someone truly needed support, but knowing it was accessible made school feel comfortable and connected to who we are.

Bernilda: There was a tradition every student looked forward to: the May Program. Every late May, our school held a huge cultural showcase filled with music, poems, plays, and dances. Parents and other family members filled the room, cheering for us. Those programs made us feel seen, valued, and connected to our roots.

Bernilda: Aside from that, my school had French class. We didn’t only focus on worksheets and doing tests, we actually performed French plays, sometimes out of school premises. It was a serious moment for us. We learned pronunciation, expression, and storytelling. However, If we were to have a conversation in French, I wouldn’t be able to say a full sentence other than “Bonjour.”

Bernilda: My favorite part of this whole school experience was choir. We didn’t only sing in English, we learned songs in Haitian Creole too. Switching between the two languages felt natural, even though Creole wasn’t spoken often in class. Choir class was where our bilingual identity really came alive.

Bernilda: Looking back now, I realize how important that environment was. The respect for our culture was put into the school’s traditions, activities, and community. I never felt like I had to hide my identity or the language I spoke at home. Instead, I learned that language is an important part of our story – something that connects us, even when it isn’t spoken every minute of the day.

Bernilda: We all deserve to live in a world where our voices are appreciated, not silenced.

Hawa: Wow Bernilda, I am so happy to hear that you had such an amazing and uplifting linguistic schooling experience. It is so interesting to hear a completely different upbringing compared to mine when we just live a few miles apart. Unfortunately, my schooling experience was not as positive. Growing up going to school in Dix Hills, Long Island, the majority of the population was white and it only began to become more diverse once I got to high school. I remember telling my peers and teachers how I spoke Farsi, my native language, and I always received weird looks and confusion. It felt as though nobody knew or cared to learn about where I came from and who I was.

Hawa: Not only that, but during my elementary school years, I constantly got made fun of for my first and last name. It was unique compared to most of my peers and this made them purposely pronounce it completely wrong. My background led to racism and discrimination from classmates and at that age I didn’t feel confident enough to speak out against them. I’m thankful to have had such an amazing support system at home that celebrated my culture and background so much that I never resented where I came from.

Bernilda: Thanks for sharing your story Hawa, and I’m so sorry to hear that. No one should ever be made to feel like their voice doesn’t matter. It really comes to show why appreciating each other’s languages and ways of speaking is so important.

Hawa: Thank you so much. Hearing your contrary experience made me realize how many different translanguaging practices could be implemented to combat issues that I faced.

Bernilda: Translanguaging is a pedagogical approach that encourages multilingual students to use all their linguistic resources–both their home language and the new language of instruction–to learn and make meaning. Instead of treating them as separate systems, it views them as a single, fluid repertoire valuing students’ entire linguistic and cultural backgrounds as assets for learning.

Bernilda: Whether it is allowing students to use their home language to write notes, brainstorm and discuss complex topics with peers, or it is teachers utilizing both languages during instruction, translanguaging is a tool that can enhance comprehension, affirm identities, support academic development, and encourage critical thinking.

Hawa: Bernilda’s school utilized so many different translanguaging practices that I think could have been implemented in my school to enhance my elementary years. I believe that if I knew that teachers were open-minded to me using my home language in school when I needed support, I would have had a much more positive experience. Her choir, in particular, was such a creative use of translanguaging, allowing students to sing in both Haitian Creole and English. By incorporating translanguaging practices throughout all aspects of the school environment, Bernilda was able to have a linguistic repertoire that was appreciated instead of repressed. Because our words aren’t just sounds, they’re our worlds.

Bernilda: Thank you guys so much for tuning, we’ll see on the next episode of…

Both: Our words, our worlds.