English Language Arts Valuing all Voices - Use of First Language

We discussed the language of power and the balance between respecting student's home language while also teaching them the language and discourse of power. (Talking Diversity 84-86) The reading puts forward that there is a choice to be made between strengthening the first language or Standard American English.

Calling Upon Other Language- Skills to Enhance SecondLanguage Learning discusses the strategic use of students' first language to enhance the learning of the second language. The article is published of What Works? Research into Practice which is produced by a partnership between the Literacy and Numeracy Secretariat and the Ontario Association of Deans of Education. It encourages the use of the first language in learning, addresses the deficiencies of the single language only classroom and discusses implications for Classroom Practice. 

The screenshot included expresses the value of using the the first language in order to improve the acquisition of the second language. The article is related to what was discussed in class regarding the use of first and second languages. It dismisses the either/or choice implied and provides evidence that including both languages strategically enhances the student's ability to acquire the second language.

The resource provides a section on Implications for Classroom Practice. It encourages teachers to reflect on their own usage of language and encourages them to learn more about the languages of the students in their classroom. It calls for students to look for similarities between the languages of their students and the language that is being taught. It concludes with:

While we acknowledge the importance of the use of the target language in second language classes, there is a body of research that clearly demonstrates the benefits of also including students’ first language(s) in these classes. By recognizing and drawing on students’ first language knowledge, we can foster successful second language learning experiences.

The level of engagement in this article is critical reflection. It encourages the teacher to think critically about each student's particular situation beyond simply considering the academic implications. Enabling students' participation and involvement is a key part of the learning process.  It also encourages teachers to discuss opportunities for student's growth beyond the school setting. Students need to be able to find themselves in the spaces they consume and being able to bring their own languages and cultures into their learning is a way of doing that.