On Tuesday I went to a fabulous 1/2 day training presented by Yvonne and David Freeman on academic language. I teach almost-exclusively students that speak a language other than English {and next year will have a 100% ESOL class}, so I’m very much immersed in strategies and thinking about teaching through that context. At the training there was a HUGE piece of food for thought that I really think applies to more than just students that come from diverse linguistic backgrounds.


Why don’t we make sure our terminology and “labels” highlight what students have rather than what they lack? We do that when we use person-first language, i.e. “student with autism” rather than “autistic student” — but we don’t do it with students from a diverse linguistic background. Instead we frame it as they lack English.


Discussed was the idea that any student that speaks one language and is in process of learning another should be called an “emerging bilingual.” I love this as it places value on what they come with, rather than what they lack (English). This is especially important in settings where two languages are used, because it truly reflects what’s happening! English-speakers are learning another language, speakers of another language are learning English — both are emerging as bilingual students.