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Mel: Welcome everyone to the bilingual babes podcast we're back with Kayla, Alyssa, and Gianna today! We're going to be discussing the different ways in which educators and teachers could promote inclusion and availability for linguistic diversity in a classroom. Personally, when I think about linguistics and cultural inclusion, I remember a cultural event I participated in, in elementary school, where we all brought in traditional foods from our cultures, and discussed the languages spoken in each culture to promote equity and cultural inclusion.
Gianna: We are all very excited to come together and discuss this topic, as we find it to be extremely important and very useful for future classrooms. Students need to be taught that knowing different languages is not something to be ashamed of, rather to be proud of your ability to learn new languages. Throughout school, for instance, elementary school and middle school and high school. My school district was always very inclined to promote different languages at a young age. At a young age they provided opportunities for students to learn new languages and help students who have English as their second language, to learn more languages and display their languages through multiple days throughout the school year for example, through different school events. There was projects and like parties happening. I always found that, including that was very interesting, because we got to learn about new languages and cultures we weren’t all familiar with.
Kayla: I feel that we all have been exposed to this type of inclusion, for example, I have been included with language week back at my high school, which is a week where everyone's language was offered to be taught to the other students. So so the 4 languages, that were in my school was Italian, Spanish, ASL, and French, and this was such a great way to include everyone in their language so they didn't feel like an outcast. I also thought this was a great way to show everyone that learning languages is interesting, and a great way to express yourself in that language.
Alyssa: I love that idea, Kayla! My high school did not have the option to take ASL or had a language week.We did have multicultural nights where people can gather in the cafeteria and auditorium, sharing the different cuisines or cultural experiences. Allowing for these opportunities, even if we do not all speak the same languages, allows there to be an understanding and accepting of all cultures around us. This can help our multilingual students feel more included in the classroom, and hopefully more comfortable.
Using the different types of inclusions we have experienced and all we have been taught, do we have any other ideas or thoughts on how to expand inclusion techniques into our own classrooms?
Kayla: Yes, I thought of a few ideas that could be beneficial for creating an environment where students with different languages could feel included. My first idea would be to leave time for additional questions or spare time to help students who need steps to be repeated or re-explained. I think, by creating this free time it will promote student conversation, and opportunities to learn about each other's languages when working in smaller groups. Students can help each other to understand confusions by allowing the time at the end of the class or doing, or during an activity. Students can feel comfortable to ask questions rather than hold in all their questions until the last minute, and when they may be far behind. so does anyone else have ideas that we collaborate on
Gianna: Kayla, I think that that is such an amazing way to promote inclusion.So many students fall behind because they're embarrassed to ask questions, but with this open time it helps them to see that questions are accepted and very important in learning students who come from different linguistic backgrounds can have a hard time understanding material for the first time, but with this additional time students are able to get out of go out of pace at which they feel comfortable with as well as not feel like a burden when they have the teacher re explain a task or information. I think that this step is very crucial, and can create a very safe environment for students to feel welcomed and the ability to speak out. out.
Alyssa: I agree! Leaving room at the end or middle of a lesson is a perfect way to make sure. Students are staying on task and understanding the material given to them, especially as a multilingual student having that free time is a great way to focus one on one with students who are having difficulties. It also promotes student engagement because they are working with one another, asking questions and using strategies to solve those problems. As teachers we need to think about all aspects of our classrooms having the time to discuss and ask questions is promoting growth in understanding of a topic. It's a safe space for students to know that there is no judgment in questions, and we want to work as a team to solve any problems we're not sure about.
Mel: I also agree that it's such a great option for teachers to have for students, because it allows an open conversation, and students don't feel obligated to answer questions. In the viewpoint of a child with English as a second language having an open conversation, allows them to take the a minute to process the question, and then answer because they were given the opportunity to respond. Does anyone else have some ideas to create an inclusive classroom?
Gianna: I was actually thinking about creating worksheets for students to use with different languages. For example, there can be one subject or one worksheet, and then it would come in different languages, so that they feel they're not feeling obligated to just pick the English topic. Rather they can use, let's say French and use that rather than the English version, because they understand the French better. Having this option will help students to understand the material without feeling overwhelmed because it's not in the language that they know best. I feel that having multiple options of languages can help students feel more confident. Is there anybody who maybe agrees or disagrees with this?
Kayla: I love that idea. giving students this option is a small thing. Teachers can do yet. it makes a huge difference in the way students learn and feel in the classroom, you know they'll tend to feel more included. And you know they may not be as afraid now to reach out and speak up if they don't understand the English part they can go back to their native language, and the teacher can accommodate that now.
Alyssa: Yes, I agree. That's such a simple yet meaningful thing a teacher can do. It also promotes students' engagement because they can complete the activity without feeling unsure about words. They might not know or understand. If students are given the opportunity to choose between the language they get activities in, they'll be more productive and able to get the most out of the lesson or activity
Mel: Also for our fellow listeners. If you want to talk about a certain topic, or facing linguistic diversity, or you need some advice reach out to us. We're here to help and create a safe space so you can express yourself in any language you desire. We would love to hear from you guys. I think we had a great discussion today ladies! We will all see you guys next time on bilingual babes.
Bye! Thank you guys!!!