Language is a contentious issue in education. Not only does language announce membership in a language group, a culture, a religion or nativity in a geographical area, language is connected to ideas about citizenship. Citizenship is central to the concept of mass schooling.
Mass schooling is, literally, the education of the masses. More than 75% of primary or elementary aged children in the world attend some kind of school. Mass education is often free and sponsored by the state (and sometimes churches). In general, mass schooling serves the goals of the sponsoring state.
“Language is a key part of citizenship education in state-sponsored education systems.”
States have many goals when creating mass systems of education, but generally there are two main goals that most state-run mass education systems share. 1) States aim to provide a standardized education to pupils. 2) States aim to socialize citizens by educating each generation about the rights and privileges of citizenship, about what it means to be a citizen. Language is a key part of citizenship education in state-sponsored education systems
Teachers, students and families often encounter the state’s ideas about language through the ‘language or languages of instruction.’ The language of instruction is the language used in textbooks, in official school correspondences and the language used in exchanges between teachers and students and staff.
The language (or languages) of instruction is often the official language of the state. It represents the language of the dominant group in society, the language of those in power. Indeed, struggles over the choice of the language of instruction are often symptoms of struggles for power—political, religious, and military—in the wider society.
“…struggles over the choice of the language of instruction are often symptoms of struggles for power—political, religious, and military—in the wider society.”
Wherever you are in the world, I am sure you can think of the languages that are barred from classrooms. And instances where texts containing certain languages were confiscated by state (or religious) officials. To stop a language from being spoken or to destroy texts are giant steps to destroy a language group, a culture, a people. Language and language power and politics are that serious.
Every school system has an official language of instruction. The ‘official’ nature of the language of instruction can be explicit, complete with laws and policies to dictate actions and sanctions for noncompliance. Or it can be implicit or unofficially official, enforced by the community through things like exclusion from social events, shaming and embarrassment.
“But language and the power issues connected to it must be considered in all interactions with students and by extension the home.”
There might be an official language, but it’s hardly the only the language spoken in the classroom. Yes, it is important for students to be educated in the language of instruction. But language and the power issues connected to it must be considered in all interactions with students and by extension the home. Reducing instances of language bias is one step in fostering inclusive, effective, holistic, reflective teaching and learning.
Language Bias
Language bias takes many forms. You might have a preference for or against a particular language or dialect. You might have preference for or against a particular form of a language. Say you prefer the parent language (like French) and not its pidgin or creole (like Haitian Creole). You might assume that everyone speaks your language or the language of the school. You might believe that everyone from a particular community speaks a certain language.
More implicit forms of bias can surface in the content we choose to discuss in classrooms. For example, you might only talk about the great leaders who spoke a certain language and exclude others. The school might choose a particular translation of a book to use in lessons. I’m sure you can think of others.
Language bias in schools is the source of much miscommunication (and sometimes embarrassment) between the school and the home, and between students, teachers and staff.
“Language bias in schools is the source of much miscommunication (and sometimes embarrassment) between the school and the home …”
There are no sets of foolproof strategies for avoiding language bias. But one can adopt a learning approach that reduces such instances, increases knowledge and creates room for holistic teaching that supports students and their families.
Strategies for reducing language bias
1. Find out.
At a minimum, find out the languages spoken in the district or school to get a sense of the languages that might be the classroom. In some parts of the US, schools have online profiles that list the languages spoken in the school and in the community surrounding the school. Look this stuff up. Knowing is key.
Early in the school year, have a classroom activity or assignment in which students tell you about languages spoken in the home.
2. Don’t assume anything about the home language.
The language of the home may not be the language of instruction. Find out.
Caregivers and family members may have limited literacy. For example they may speak a language (perhaps even from birth) but may not be able to read or write the language.
The home language may not be a written language or it may be rare in your area. I once heard a story about Peter (fake name), a recent immigrant to the US who rarely spoke in the classroom. The school psychologists determined that Peter could speak and several interpreters were brought in to try to communicate. Greek. Russian. Romanian. (It’s Brooklyn and we got it like that). Peter didn’t respond to any of the interpreters and was eventually labeled as a special needs child, with cognitive issues that affected speech and learning.
After several months, the para-professional who worked closely with Peter and his parents realized that the boy and his family spoke a dialect spoken by a small community on a hillside in rural Russia. Peter’s inability to communicate in any of the known languages was seen as an indication of cognitive deficiency rather than people in the school not knowing his language.
“In some parts of this world, language is dangerous business.”
3. If your school has the resources, translate important documents into the language or languages spoken by families. Translate the school’s website so that families can find out basic information. The monetary cost of translation and producing additional documents far outweighs the cost of disaffected students and families. Connected families make for connected students.
4. Value all the languages spoken in the classroom and in homes.
Yes, as an educator within a school system, you must give most or all instruction in the language or languages of instruction. But find room to let students know that languages other than the school’s language also have value. How you do this depends on your context, as there are contexts where giving value to languages not sanctioned by the state could cost you your job, get you imprisoned or worse. In some parts of this world, language is dangerous business.
I’m sure you can think of other ways to reduce language bias in the classroom. I hope you’ll share them below.
