Speaking as a true bilingual, I can attest to the shift in fluidity in speaking in more than one language and what influences the brevity. It is often a big ask of my students to “think in English” when they struggle to understand it, but I remind them it’s what is necessary if they wish to speak it anywhere near like a native English speaker. First, let me begin by stating that English is my strongest language, but Spanish is my first language. I was raised in a multilingual household, so learning both languages simultaneously was natural for me. However, as time passed, the need to speak English exclusively in school became urgent, and it was logical for me to concentrate my efforts on English. I did not know it then, but I was also incorporating the cultural nuances of my English-speaking classmates to acclimate socially.
Looking back, a sacrifice was made for English to become my dominant language. It was a sacrifice that allowed for academic ascension but at the expense of social alienation. However, if I had to do it all over again, I would not change a thing because the academic promise outweighed the social acceptance that came with slighting the need to speak English with a sense of command. This was a personal choice, of course, but now, in my current position as an ESL teacher, I have a greater understanding and appreciation for maintaining a tight grip and command of my use of Spanish. For context, allow me to indulge you with more personal stories and the real world situations I face (as many do in public schools) when dealing with Spanish speaking families who come to my school. I invite you to watch this video, where I discuss some of the language acquisition processes and how code-switching and mindset shifts can help English learners become better at commanding the English language. I am certain you will find some of the information surprising. Leave a like, comment, and share it with other educators who work with English learners. I welcome any questions. Just email me at info@iwtle.com.
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