|Have you read the latest entry in CIS Perspectives?|
LANGUAGE INSTRUCTION THROUGH AN ASSET-BASED APPROACH: UNDERSTANDING WHAT STUDENTS CAN DO WITH LANGUAGES
By Lorena Mancilla, Director of WIDA Early Years
Language is intricately tied to our identity. However, far too often multilingual students are subjected to implicit, and at times explicit, messages that devalue their home language and/or language practices. Such deficit-based messages can be detrimental to a student’s identity and can negatively impact their learning and language development.
In her seminal work on borderland identity, Gloria Anzaldúa (1987) wrote, “So, if you want to really hurt me, talk badly about my language. Ethnic identity is twin skin to linguistic identity—I am my language. Until I can take pride in my language, I cannot take pride in myself.” Recognizing that language and …