By Lucia Cardenas Curiel
Bilingual language learners (BLLs) in schools includes mostly students who were born in the United States from immigrant parents and who have immigrated from another country. A first step to create a positive environment for BLLs is to create a welcoming environment that makes them feel comfortable, supports them in building their confidence, and helps them build relationships with their classmates.
Teachers should pay attention on how to pronounce students’ names correctly. Ask them to say their name, listen carefully, and repeat as many times as needed. There are many activities and children’s books related to our names. Teachers should also consider smiling, using body language, and talking slower. It is important to avoid idioms and metaphors that could be confusing for BLLs.
Some BLLs may go through what we call “the silent period,” a time where they are listening to a new language and avoid talking. Be patient and provide opportunities for students to talk to each other in small group work. Assigning a “peer buddy” provides bilingual learners with opportunities to learn their new environment as well as conversation starters. Some BLLs are refugees – meaning they may have gone through traumatic experiences. Learn about where they come from and hardships through community groups or family school coordinators.
Lastly, teachers are the first advocates for BLLs in the classroom, so it is important to ask for support from administration, ESL teachers, and ESL coordinators. There are policies set in place that will support your teaching (translators and assessment accommodations) and teaching strategies.