The following essay was the culmination of a long process of extensive research and inquiry into the harmful effects language discrimination has upon school children. After some brief preliminary research on language discrimination and the state of language in education, I began to seek out specific scholarly sources to narrow my topic to a reasonable scope and gain more information. Upon having sufficient knowledge of my topic I then sought non-scholarly sources to provide increased support to my collection of evidence. While crafting this essay I began to gear my rhetoric toward a particular advanced academic audience, as I felt the subject material would be most useful to an audience of teachers or educated adults that may play some role in the education of children. Thus, I utilize complex academic structures in my writing, evidence, and analysis to better connect to an audience with a higher degree of knowledge and critical thinking skills. An example of complex structures I use would be the graph I utilize as evidence in my introduction. It requires analysis on behalf of the reader to look at the graph and understand its importance in the given context. I also use a high degree of academic language that many younger audiences might struggle to understand. One of the most meaningful insights I have gained in writing this essay has come from the understanding of how beneficial bilingualism and multilingualism are to the developing mind. So much benefit can be reaped by creating learning environments that break through language barriers, and I have concluded that bilingual education is truly the only path forward in such historical times of diversity and globalization. This essay has completely reshaped ideas on evidence in academic writing, as I have seen just how utilizing multiple types of evidence such as multimedia, scholarly, and non-scholarly benefits my argument. These different evidence types give me far more freedom in selecting concrete evidence that can produce thought-provoking analysis that easily gets my message across. I never knew how limiting the common practice of only using scholarly sources was in my writing. This unique approach to providing evidence has caused me to reflect on just how useful all information can be in the right context and that evidence should not be judged by its source more than its effectiveness in supporting your argument. Without a doubt, this essay has ingrained the process of locating research sources and evaluating them for certain criteria into mind. The list of sources in my work cited is just a small representation of the number of sources I combed through on the internet and in the library’s database. I quickly developed strategies for identifying sections of articles that could be the most useful to my argument and then spent time comparing them to other sources to filter and select the best possible pieces of evidence. I enjoyed scouring the library’s databases as I found so many amazing academic articles on the most minuscule topics. It was the equivalent of stumbling upon buried treasure, as I marveled at the fact that this wealth of information sat hidden from my knowledge for so many years of my life. In creating these essays I have learned that the struggle, or the difficulty of planning and executing a paper, is a necessary part of achieving literary excellence in a paper, and even though it was a ridiculous amount of hard work, I am glad I struggled and toiled away as I gained so much insight from my efforts.
Young Learners Lose to a Language of Linguicide
One of the most overlooked and under-reformed problems in American society today which punishes those for possessing unique forms of communication; linguistic discrimination stands to be the active prejudicial treatment of a group or individual based on the language they speak. This type of discrimination pervades American society, especially in the academic learning and instruction of educational institutions, which may come into conflict with the wide variety of languages spoken by students. A common question arises as to which academic group faces the brunt of such language discrimination. Below is a histogram of the percentages of English second language learners or ESL learners by grade level, these are students who possess a non-English native language.
(NCES Blog Editor). As shown by the data, children in elementary school represent the largest group as they constitute around 70% of all ESL learners in the academic world. Clearly, multilingualism thrives among these school children, which makes them the most vulnerable to linguistic discrimination by English curriculums and thus this paper will focus specifically on the link between such discrimination and the negative effects reflected in the lives of children. It remains true young learners face the bulk of language prejudice as they enter new environments where different languages may be both spoken or taught that they are unfamiliar with. Most commonly children of many different backgrounds are subjected to a curriculum that forces them to use a certain standard form of English. This standard form takes place in the common syntax, grammar, and formatting that schools require students to apply in their speech, writing, and comprehension. These structures are often required for students to continue their education, despite being completely foreign to students from households that speak a vernacular or language different from what the curriculum uses. The illustration of the harmful effects of this type of discrimination is often present in comparing the academic lives of the kids who suffer from the discrimination versus those who do not. Undoubtedly, linguistic discrimination in education jeopardizes the welfare of multilingual children by inhibiting the benefits of multilingualism in early schooling, weakening their networks of support, and limiting their potential to express concepts in different languages.
To begin to understand the effects of linguistic discrimination upon children one must examine the most immediate negative reaction they have upon being subjected to it. Harmful effects take their toll on the mental welfare of young learners early and are often highlighted in the discussion over language discrimination in compulsory education. In her online article Latin X writer and editor for the National Education Association, Brenda Alvarez explains the discriminatory practices against language and speech seen throughout American history and how such marginalization still pervades society today. She quotes directly from individuals and groups on how their ancestry has faced societal prejudice because of their language and then compares these accounts to recent news stories of discrimination in America. The purpose of this article stands to inform Americans about unjust practices that see a lack of attention from the media. Alvarez intends to shock and mobilize readers by exposing them to an ugly past and a bleak present that is in desperate need of attention and change. In a largely targeted adult American audience, Alvarez connects to them by providing evidence from their fellow citizens, and news briefings from broad American regions that the audience can resonate with as they understand that these issues hit close to their communities. In one instance she speaks to the harmful effects of forcing children to learn one language and the cognitive and learning benefits of speaking multiple, “History shows that linguistic oppression is traumatic to children and research underscores how speaking more than one language not only improves brain functionality but helps English language learners become proficient” (Alvarez 4). Clearly, the existence of trauma in children who have had their native tongue forcibly replaced with another language illustrates the negative effects of linguistic discrimination. Trauma can no doubt harm the mental well-being of children, which is crucial to be mentally prepared to come to school and learn. Language discrimination also actively discourages speaking more than one language, which constitutes missed opportunities for children to receive the benefits of English proficiency and brain functionality that speaking multiple languages gives. Further cognitive benefits are taken away as seen in the benefits of bilingual teaching. In a summarized article NPR writer Anya Kamenetz details the wide-ranging benefits of bilingual education. She paints quite a magnificent picture of the greater learning environments possible by utilizing teaching kids in both English and their native tongue. She illustrates these claims through research studies that point to the cognitive benefits linked to such multilingual education. The author lists the benefits of bilingualism to persuade the reader to favor the idea of educating children in multiple languages. In an audience that may be raising children or know people who raise children, the subject matter of the improvement of youth education connects with the care and importance the audience places upon their children’s academic success. In her article, Kamenetz details how bilingual children have improved focus and attention span, “[Bilinguals] can pay focused attention without being distracted and also improve in the ability to switch from one task to another” (Anya 11). Again the educational benefits of multilingualism are revealed as it improves attention span and focus, which are two critical skills for young learners to have in the classroom. However, language discrimination again robs children of these benefits as it marginalizes bilingual speakers by rewarding the speaking of English and punishing the expression of native languages. As children miss out on these important developments in their attention and focus, they lose their edge over their peers, which may lead them to fall behind in the classroom. Under the practice of language discrimination, these children are subjected to a foreign language in a stressful environment in which the cognitive benefits of bilingualism are stripped away One can infer that this type of learning environment leaves little support for children who are struggling to understand a foreign world, and without a doubt inhibits any ability for them to easily learn new concepts and ideas.
The disparaging effects of language discrimination do not stop at the expense of children’s ability to learn but also under develop the dynamics of multilingual families. Linguistic rights activist and researcher, Jim Cummins, details the rejection of bilingual education in America to condemn and expose society’s masked intention of oppressing minority groups. Cummins engages the arguments of those against bilingual education and then debunks them with the conclusions of specific research studies that refute their claims. The purpose of his research paper stands to be to inform the audience of how arguments against bilingual education are efforts by the majority to maintain social and political power, which shocks and enrages the reader. The author functions as an observer that spreads truth and knowledge based on analysis to an audience that exists in the American society where the debate and controversy referenced in the article take place. In concluding his argument, Cummins provides evidence of what he believes to be the most beneficial aspect of bilingual learning that being the importance of familial communication through the native tongue of the parent and child, “The biggest benefit, however, may be that the children and their parents are being drawn closer by the constant expression and discussion of ideas and books they are working on together… ‘Tell your children every day how much you love them, how much you value them and how much you appreciate them,’ Ada said in closing” (Cummins 166). This description and quote provided by the author detail crucial out-of-class benefits of multilingualism which stands as the very antithesis to linguistic discrimination. Thus, one can comprehend the great harm that would befall the families of children that face linguistic discrimination. The discrimination of their language not only affects their ability to learn but also their ability to communicate with their parents. Without a doubt, the relationship between a child and a parent is crucial to the development of children’s lives, as parents serve as the main networks of support and guidance for their kids. Without this network of assistance, multilingual learners will suffer alone as they struggle already to excel in a system set up against them.
Finally, children who are subjected to language discrimination struggle in being able to meaningfully express themselves and understand the instructions they are given. Researching such an issue is Professor and dean at the University of Ottawa, Richard Barwell, who articulates an argument for the existence and immediate solution of language discrimination in the global teaching of mathematics. Barwell provides research data that illustrates how the dominance of English in teaching mathematics hurts non-English students at all grade levels. Subsequently, he details examples of pluralist classrooms, or particular educational environments that support and integrate a multilingual student body. As evinced by his title, Barwell intends to educate and encourage an audience of the mathematical world, or the teachers and students of the study. His analytical paper evokes feelings of shock in an audience that may have been unaware of such an ongoing problem in their field. The author attained a doctorate in education and thus, holds a special relationship and interest in linguistic discrimination and its effect on specific educational communities such as mathematics. “The social practices involved in doing research are related to the linguistic practices of different languages. Forms of reasoning, including ways of seeing, arguing, questioning and making sense of the world, for example, are not necessarily the same in all languages” (Barwell 38). Here, a fact is revealed that language plays a significant role in the communication of ideas in a classroom. As multilingual learners begin academic work they find that the forced structures of the English language place barriers on their ability to express themselves. It could be possible that children may be able to better communicate ideas in their native language but are prevented from doing so as they exist in an environment of discrimination. Children may have the correct understanding of the content of the class in their minds but struggle to express those ideas in a language they are not familiar with. Thus, one can understand how limiting a single language is on the diffusion of ideas, translation only goes so far in truly capturing the essence of one’s thoughts.
In an overview of the practice of linguistic discrimination, one begins to understand how deeply under developing and disparaging the practice is to the learning environment, parental relationships, and communication skills of young multilingual learners. The bane of language discrimination seems to be ingrained in American education, with the predominance of instruction and courses taught entirely in standardized English. However, all is not lost as steps can be taken toward an effective solution simply by approaching learning in a linguistically inclusive and multilingual way. School curriculums should focus on supporting those who are at a disadvantage in the education of English. One method of support could be bilingual or multilingual learning environments that cater to the household or native languages spoken by the student body, through the translation of instructions and lessons in multiple different languages. Another method could see greater assistance, tutoring, and patience given to students who begin their education with a limited skill set in the English language. The harmful effects linguistic discrimination has on the education of the youth only serve to hurt American society as it stunts the academic growth of its diverse and multilingual population.
Work Cited
Álvarez, Brenda. “Linguistic Discrimination Still Lingers in Many Classrooms.” NEA, National Education Association, 19 May 2020, https://www.nea.org/advocating-for-change/new-from-nea/linguistic-discrimination-still-lingers-many-classrooms#:~:text=Speaking%20more%20than%20one%20language,learners%20become%20proficient%20in%20English.&text=Two%20generations%2Dworth%20. (Non-Scholarly)
Barwell, Richard. “Linguistic Discrimination: An Issue for Research in Mathematics Education”. For the Learning of Mathematics. FLM Publishing Association. July 2003. Vol. 23, No. 2. pp. 37- 43. (Scholarly)
Cummins, Jim. “The Discourse of Disinformation: the Debate on Bilingual Education and Language Rights in the United States”. Linguistic Human Rights. De Gruyter Mouton. 1994. Vol. 67. Pp. 159-177. (Scholarly)
Kamenetz, Anya. “6 Potential Brain Benefits of Bilingual Education.” NPR, WNYC, 29 Nov. 2016, https://www.npr.org/sections/ed/2016/11/29/497943749/6-potential-brain-benefits-of-bilingual-education. (Non-Scholarly)
NCES Blog Editor. “Diversity in Home Languages: Examining English Learners in U.S. Public Schools.” IES, 18 Feb. 2016, https://nces.ed.gov/blogs/nces/post/diversity-in-home-languages-examining-english-learners-in-u-s-public-schools. (Multimedia)
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