Emilee Rodriguez
Jenny Ahn
Tch_Lrn 401
14 December 2023
Reflection #7: Competency 3C
Something that every person has to grapple with are their own personal biases, and the biases
others have against them. Unfortunately, MLLs have to deal with a lot of biases against them –
usually by people who don’t even realize that they have prejudice against those who aren’t like
them culturally or linguistically. I think that this is something that not many people consider in
their day-to-day lives, as language is so prevalent, and our minds pick up on differences so
easily. Linguicism, or prejudice against those who communicate differently than us, is common
in schools – whether it be from admin, teachers, or other students. Sometimes these can be
through misconceptions (most of which lead to assumptions like MLLs aren't as capable as other
students) or arbitrary requirements (such as requiring MLLs to do assignments in English
regardless of whether or not there is a proficiency standard applied). These are the two examples
that I will be using today, although there are many more that have to do with cultural
misconceptions and other aspects, usually underlined by a lack of awareness of other cultures
and worldviews, all of which are harmful to MLLs.
When looking at our two examples of biases – assumptions of low capability and arbitrary
requirements – I have two pieces of evidence that show my understanding and ability to apply
this competency. The first piece is my SLAB from Tch_Lrn 339, also known as my
Sociolinguistic Autobiography. This assignment outlines my deep-dive into understanding my
own communication styles and the aspects of my life that have affected them, such as location,
culture, and interests. Along with this presentation, we had a discussion about linguicism that we
have seen or experienced in our lives. I talked about how often I was ridiculed as a teenage girl
for using filler words such as "like”, even though everyone in my family uses filler words just as
often as I did. This caused me to struggle to communicate, as I was self-conscious and didn't
want to speak in any way that could give them more opportunities to belittle me. I imagine that
MLLs face the same issues based on their English proficiency, word choice, or accent, which can
be just as crushing. If these things occur in the classroom, students will be less inclined to
participate in order to avoid being shamed for the way they talk. Many times, these criticisms
don't matter because people still understand what they are saying perfectly well. My next piece
of evidence is a lesson plan I made with two of my peers. In this lesson plan, we were careful to
separate our content objectives from the language proficiency objectives, as arbitrarily requiring
students to complete a comprehension assignment in English serves no purpose other than to
make the assignment more difficult and less accessible for MLLs. Unless the learning goals are
explicitly related to learning and using the English language, students should be given
opportunities to engage with content in their other languages as well, as long as it helps them
show their knowledge.
Something that I have learned from this class is to not underestimate MLLs abilities, and also to
not shy away from using their home language(s) as a resource in the classroom. MLLs are just as
capable as other students, it's just that we can't measure that learning through English like we can
with other students. I think it can be all to easy to assume that MLLs don't know something when
it's really just a matter of us not being able to accurately assess their knowledge due to an
ineffective assessment or a language barrier. Knowing what I know now, I feel more capable in
empowering students and showing them that they are more than the misconceptions other people
have about them. I can also use these experiences to explain to people why their misconceptions
are inaccurate and wrong.
Learning can be difficult when students have to battle people telling them that they can't
succeed, or that they are less worthy just because they are different. After a while, it's easy to
start to think that those people are right. They lose confidence and themselves and allow
themselves to fall through the cracks, because they believe that's where they belong. Students
need teachers who will show them that these misconceptions aren't true at all – that they are just
as capable as anyone else. With a teacher and class community that understands the value in
these differences, MLLs can thrive in an environment that supports them in ways that are
appropriate for their needs and abilities. They will be able to be pushed and challenged just like
any other student, rather than infantilized and babied through their education. This allows MLLs
to succeed personally, academically, and socially in a world that all too often tries to make them
feel like they can't do any of those things.
As a teacher, I strive to push all students, no matter their ability levels. A lot of the time,
if a student needs supports outside of small accommodations, teachers may lean towards being
lienient and not giving their students opportunities to extend themselves, simply because we
want to give them chances for success and don't want to make them feel less-than. However, this
creates an environment where these students are never given the chance to "catch-up" or push
themselves beyond the initial goals we have set for them, stunting their educational growth year
after year. As a teacher, I never want to do this for my MLLs, as they can grow in each and every
way regardless of their English proficiency. This means that as a teacher, I will constantly be
considering ways to battle these misconceptions and empower my MLLs to be confident in
themselves and their abilities, as well as limit arbitrary requirements that stand in their way.
