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What We Say and How We Say It


Even behind masks or through a screen, the language that educators use is one of the most powerful tools available to build a relationship with students, support their identities, and scaffold their learning.

Like our breath, our teacher language is always with us and has a significant effect on how we self-regulate and exchange energy with our classes. That might sound lofty or ethereal, but it’s fundamentally true. Most of us rarely think about our breath, but science and experience tell us that when we control our breath, we can better manage our emotions, health, and relationships (Walter et al., 2020). Similarly, the spoken and nonverbal language we choose to use in our classrooms and with our school communities can guide our connections with others. Being aware of our language is the first step in making sure the words we use have the outcomes we intend.

Teacher Language Is a Powerful Tool
Consider your own educational experience. Do you recall something a teacher said to you? Was it positive or negative? Many of us recall things said to us from long ago—or even recently—and those recollections are often accompanied by emotions.
In her book The Power of Our Words, Paula Denton explains how the language used in any learning environment can impact a student:
Language is one of the most powerful tools available to teachers. It permeates every aspect of teaching and learning. We cannot engage children in learning, welcome a child into the room, or handle a classroom conflict without using words. Children cannot do a science observation or reading assignment or learn a classroom routine without listening to and interpreting their teacher’s words. And what they hear and interpret—the message they get from their teacher—has a huge impact on how they think and act, and ultimately how they learn. (2016, p. 1)

Because language, both verbal and nonverbal, can be so influential, we need to consider our intentions, choices, and delivery. Our language can shape students’ learning, identity, and behaviors in the moment and over time. All humans have a need to feel a sense of belonging and significance. When we use specific language that tells a child we see them and we value them, it lays the foundation for the sense both of belonging and of significance. When our language is encouraging, respectful, and genuine, and when we combine that with patience and trust, the message to students is that they matter. When we add specific feedback to our language repertoire, we help students see their strengths and learn from mistakes, rather than seek our approval or fear criticism. Ultimately, this language can lead to growth and healthy development. Effective teacher language is a model of firm faithfulness that encourages and promotes students’ best efforts and growth.

Characteristics of Positive Teacher Language
Positive teacher language has five main characteristics that may sound deceptively simple. These characteristics are aspirational; with practice, they become habits of our engagement with students and colleagues, but they take time and sustained effort to develop. These traits can serve as guidelines as you consider what to say and how to say it.

Be direct and genuine. One way we can be direct and genuine is to ensure that our body language—gestures, postures, and facial expressions—matches our words. When a teacher’s words are not true to their intentions, their body language is likely to give them away. For example, a teacher saying “Let’s all calm down!” in a loud, high-pitched voice while wringing her hands does not convey a sense of calm.
Another way educators can be direct and genuine is to use statements, not questions. Teachers often try to soften commands or directions by phrasing them as questions in the hopes of making them seem more respectful. It’s disingenuous for me to ask my twelve-year-old son “Can you take out the trash?,” as it leads him to believe he has a choice. I can be clearer and more honest by saying simply and directly, “James, take out the trash.”

Convey faith. This is perhaps the most accessible and impactful way to use positive language. When a teacher notices the positives and comments on the things students do, they convey faith in the students’ abilities. For example: “You’re trying lots of different strategies for solving that problem. That takes persistence,” or “You finished cleaning up in less than five minutes today!”
Our language can be a buffer to the self-doubt and fear of risk or failure many students carry. Our verbal and nonverbal language can help them see and hear that our faith is greater than their doubt. Small gains and steps can be readily acknowledged and celebrated and lead to bigger gains down the road.

Focus on action. One way to do this with teacher language is to connect abstract terms to concrete actions that stress the deed, not the doer. Focusing on action is a place to be specific and provides explicit feedback to students. Rather than saying “Be respectful,” try a statement focused on action: “When you talk with your partner, make sure each of you has time to share your ideas.”
Keep it brief. It’s difficult for students to follow long strings of words. Students understand more when adults speak less. For some of us, this is a tricky pattern to unwind and change! One way to keep it brief is to leave out warnings. It can be tempting to warn students what will happen if they don’t heed reminders and directions. For example, “If this kind of playing around continues, we may have to use recess time to review and practice the rules.” Such warnings often come across as threats. Threats tell students that teachers think they are unlikely to behave well. Threats emphasize that teachers have the power to get children in trouble rather than students having the power to take care of themselves. Threats make the fixing of mistakes feel like a punishment and something to avoid rather than a positive way to learn and grow.

Know when to be silent. Skillful use of silence is as meaningful as the use of language itself. Silence allows for thinking time and for students’ voices to be heard. One way teachers use silence is to provide wait time. Pause before responding to a question or before taking a student’s responses. By pausing for even just three to five seconds before calling on students, teachers can raise the quality of classroom conversation. Silence is hard for many of us to sit with, but incorporating micropauses allows everyone time to think and process. It also gives students a way to practice patience and holding space for others to think and respond.

Types of Teacher Language
The skillful use of teacher language has the power to help create and maintain a positive, encouraging, and respectful classroom community. Educators spend most of their days talking and listening to students, so focusing on using positive language can have a significant impact. Every use of teacher language in the classroom can be categorized into one of the four main types of teacher language. Understanding these types of language is the first step to using this tool with skill and accuracy.

Reinforcing language helps students understand that success is about hard work, persistence, and a positive attitude. We can help students focus on their strengths by moving beyond general praise (“Great job”) and instead naming concrete and specific actions that illustrate what students are doing well (“I see you’re checking your work before turning it in”). This allows students to know exactly when they are on the right track and what actions and behaviors are contributing to that (Vincent, 2021).

Reminding language prompts students to remember expectations they’ve learned and to make positive decisions based on those expectations. In addition, reminding language can help students get back on track if they’ve strayed off course. To use reminding language effectively, keep reminders brief and use neutral wording and tone. Consider asking questions that prompt students to think and respond, like “What will you do if you get stuck during our independent work period?” Reminding language is especially effective when used to frontload expectations, so consider using it before an activity, transition, or work period begins (Vincent, 2021; Denton, 2013).

To set a positive tone for future work and engage children in problem solving, use envisioning language. This type of positive language is ideal for conversations around setting goals and solving problems as well as launching new units of study. Envisioning language can be used to motivate and encourage. It is most effective when it connects the matter at hand (a new assignment, a problem at recess, etc.) to something that the students care deeply about in their larger lives and when it gives students the opportunity to fill in the details (Denton, 2013). For instance, you might use envisioning language to help the classroom brainstorm rules or guidelines: “We need to be careful listeners to do our best learning. What do careful listeners do?”

It would be wonderful if we could spend all of our time using reinforcing, reminding, and envisioning language, but every educator knows there are moments when we need to give clear, firm instructions. That’s where redirecting language comes in. Skillful use of redirecting language guides students to stay on track and reassures them that they are safe and supported. To use redirecting language effectively, be direct, specific, and brief. Name the desired behavior calmly and firmly. For instance, replace “Why aren’t you lined up yet?” with a clear redirecting statement like “Line up and face forward.”

Shifting Your Teacher Language
Language is deeply ingrained in our upbringing and lived experiences. It is learned through what we hear, receive, and attend to, and our language patterns develop in ways we are not even aware of. If you are ready to begin making positive changes in your teacher language, consider these subtle yet significant shifts (Gheen, 2021):

Instead of “I like,” try “I notice.” When we start with “I notice,” we are naming specific behaviors students are doing well, rather than imposing our own judgment or pleasure about student behavior or performance. Recognize the specific efforts that led to success: “I noticed you worked for ten minutes without stopping, and you’ve completed your math assignment!”
Use inclusive language. By using inclusive language such as “second graders,” “students,” “math-thinkers,” or “artists,” we are sending the message that everyone belongs. It also builds confidence and self-esteem as we see students as learners across domains and we have faith in their abilities.

Practice nonjudgmental questions. When we convey our faith in students, it builds confidence and skills, which often lead to a deeper engagement and willingness to cooperate. If students feel intimidated or unvalued, they engage more in negative attention-seeking or misbehavior. Open-ended questions such as “What’s your plan for writing?” let students solve their problems with autonomy while leaving room for them to ask questions and accept help.

Practice calm firmness. A neutral tone helps everyone maintain balance, but it is often hard for us if we are feeling frazzled or stressed. When we can use a neutral, respectful, judgment-free tone, we not only foster a positive learning environment and convey trust but also keep our own emotions in check. Taking a deep breath or practicing silence allows us to intentionally use a calm tone of voice and maintains the dignity of students.

Changing our teacher language takes time. The first step is becoming more aware of our patterns, followed by making incremental changes that will last. If you’re ready to make positive changes in your teacher language, consider recording yourself or asking a trusted partner to listen in and provide feedback. Set a goal to add a few phrases to your daily conversations that focus on seeing the positives and conveying your faith in students. Our language is one of our most powerful teaching tools, so the time and effort you put into these positive practices will have a significant impact for your students and their learning.

References:
Denton, P. (2013). The Power of Our Words: Teacher Language That Helps Children Learn. Center for Responsive Schools, Inc.
Gheen, M. (2021). “Shifting Teacher Language to Communicate Effectively and Respectfully.” Journal of Social and Emotional Learning, 3(3), 12–15.
Vincent, K. (2021). Make Learning Meaningful: How to Leverage the Brain’s Natural Learning Cycle in K–8 Classrooms. Center for Responsive Schools, Inc.
Walter, H., Kausch, A., Dorfschmidt, L., Waller, L., Chinichian, N., Veer, I., … and Kruschwitz, J. D. (2020). “Self-control and Interoception: Linking the neural substrates of craving regulation and the prediction of aversive interoceptive states induced by inspiratory breathing restriction.” Neuroimage, 215, 116841.

Lisa Dewey Wells has taught nearly every elementary grade over her almost 30-year teaching career and is currently a consulting teacher for Center for Responsive Schools and a parenting/education coach. She is the co-author of Empowering Educators: A Comprehensive Guide to Teaching Grades K, 1, 2 and a forthcoming book on parenting language, both from Center for Responsive Schools.

Language Exposure Shapes Young Brains


New research from the University of East Anglia (UEA), UK has found evidence that talking to toddlers helps to shape their developing brain.

A team from the School of Psychology at UEA led by Professor John Spencer, captured thousands of hours of language data from babies and toddlers who were equipped with small recording devices. MRI scans were also carried out to explore the structure of the participants’ developing brains, focusing on a substance called myelin.

Lead researcher Prof John Spencer explained “Myelin is made up of protein and fatty substances and forms an insulating layer around nerves in the brain. It makes brain signals more efficient.

Imagine you have a hosepipe with lots of holes in it. Myelin is like wrapping the hosepipe with duct tape – it insulates neural fibers, bringing more of the ‘signal’ from one brain area to the next.

We wanted to know more about how this substance is involved with early brain development and particularly whether talking to young children boosts myelin production.” 

Evidence showed that two-and-a-half year olds who heard more speech in their everyday environment had a higher level of myelin in language-related areas of their brains, which the team say is likely to support more sophisticated language processing.

Lead researcher Prof. Spencer added “We know that children’s brains develop very rapidly in the first two years of life, with brain volume at about 80 per cent that of an adult brain by the age of two.”

163 babies and toddlers were monitored over the course of the study, each wearing small recording devices for up to 16 hours per day across three days. The devices recorded 6,208 hours of language data in total – including extra speech from adults, conversational patterns and words spoken by the children themselves. When measuring brain structure, researchers waited until the infants were sleeping and then carefully placed them in the MRI scanner and myelin levels were monitored while the child slept. 

 “What we found is that the toddlers who heard more speech in their everyday environment, also had more myelin, which is likely to support more sophisticated language processing, Prof. Spencer said. “In other words – talking to your kids is very important in early development as it helps to shape the brain.”

Prior studies had explored the notion of brain structure and language exposure in four to six year olds, but this is the first of its kind to show that language input affects the brains of toddlers and infants. 

“Although there is still much more to learn about these processes, the message to caregivers is clear – talk to your baby, your toddler, your child. Not only are they listening, but your language input is literally shaping their brains.” Prof. Spencer concluded.’Language exposure and brain myelination in early development’ is published in the Journal of Neuroscience.

Brazilian constitution to be translated into Indigenous language

Brazil will soon have a copy of its 1988 Constitution in an Indigenous language.

A team of 15 translators are currently working on translating the bill into Nheengatu, a language spoken by many native Amazonian groups and tribes. 

The National Justice Council – a judiciary watchdog, are leading the initiative, additionally co-ordinated by Marco Luchesi, President of the National Library and Professor José Ribamar Bessa of the Federal University of Rio de Janeiro. 

With aims for completion in October 2023, the constitution will be presented at a ceremony in São Gabriel da Cachoeira, a municipality north of the Rio Negro river in the state of Amazonas, where Nheengatu is an official language. 

The Maria de Penha law – a significant legislative turning point for protection against gender violence, is also reportedly being translated into several indigenous languages in a separate initiative. This move is directed to benefit native people in the state of Mato Grosso.

The 1988 Brazilian Constitution pinpointed the safeguarding of indigenous rights and remains an important reminder of land and culture stewardship. To this day, its aim is to guarantee the protection of “the culture, the way of life, production, reproduction of social life, and a way of seeing the world”. The reality is often different, and native Amazonian peoples face threats of deforestation, language extinction, wildlife extinction, intrusive politics and abuses of rights. It is hoped that by providing access to the constitution in an Indigenous language there will be equal opportunities to fight for the conservation of Indigenous culture. 

It is estimated that 274 different Indigenous languages are spoken in Brazil, by 305 ethnic groups. Nheengatu is categorized as a Tupi-Guarani language and is predominantly an Amazonian with official status. It was once a lingua franca in the Amazon region, spoken also by non-indigenous people. Today it is regarded as the Amazonian General Language and has between 20,000 and 30,000 speakers. 

It is taught at the University of São Paulo, where language experts are fighting for Indigenous language revitalization. 

Canada Takes AI Action to Teach French

In Canada, the Honourable Ginette Petitpas Taylor, Minister of Official Languages and Minister responsible for the Atlantic Canada Opportunities Agency, has announced that an investment of more than $2 million will go to the educational-technology non-profit organization Voilà Community Help for two projects that use metaverse technology to support French-language
teaching. 

The investment is part of the Canadian government’s Action Plan for Official Languages
2023–2028 unveiled in April based on the results of Canada-wide research and analysis on official languages, conducted by Canadian Heritage from May to August, 2022. The announced it will invest $4.1 billion in resources and programs that support Canada’s two official languages.

Teaching French as a second language in Canada is viewed as an essential practice in encouraging bilingualism, promoting the French language in Canada, and connecting with native French speaking Canadian communities.

Including French, the Government of Canada maintains recognition for the importance of minority-language education “from early childhood to the post-secondary level, stating “we are proud to support innovative initiatives that will help us meet this goal.” 

With the investment, Voila has created ‘Artificial Intelligence for Official Languages’ a large-scale project built in partnership with more than 35 school boards across Canada. The project aims to optimize use of Voilà Learning, an interactive virtual platform that allows students to improve language skills while having fun. The platform has a virtual campus where students from across the country can interact with each other, do homework tasks, write on a board, create videos, interact with facilitators and get help from qualified teachers.

The addition of artificial intelligence has enabled Voilà Learning to collect information about each student’s unique learning style and profile, to provide them with personalized educational content to ultimately enhance learning experiences. 

The organization has also announced a ‘MétaLingo’ project for early years French learning. This initiative aims to provide preschool children with the language skills to interact easily in French, through activities and games. In this section of the platform, the metaverse will simulate public spaces such as a daycare, park or movie theater, allowing each child the opportunity to interact in French with their peers in realistic scenarios.

“It’s a real pleasure to see the launch of projects that combine new technologies and French-language learning in Canada. The pandemic has multiplied the need and demand for these learning mechanisms. I’m delighted to see that the virtual campus is already in high demand by school boards across Canada. It’s through innovative projects like this that we can continue to improve education programs and offer young people opportunities to grow and flourish in French.” said Taylor. 

Athina Kontos

Finnish University Accused of Overusing English

Finland’s Deputy Chancellor of Justice, Mikko Puumalainen issued a ruling this week, criticizing Aalto University in its wide use of English in degree level teaching. The announcement addressed concerns that English had widely replaced Finnish, particularly in the masters education departments of technology and business education.

In an outlining statement on the decision, the justice office also specified that English has become the main language of instruction in undergraduate programs.

The justice department’s intervention comes in response to a joint complaint filed by students at the university in 2021, arguing that the dominance of English instruction was “considerable” and hindering their education. The complaint concerned finance programs in particular – currently not offered in Finnish or Swedish at Masters level. 

In response, the Deputy Chancellor of Justice asked the Espoo-based university for an official statistical report on how much of their teaching is offered in Finnish and Swedish, finding that only 5% of masters level courses were delivered in these languages. It also found that English as a method of instruction is increasing. 

The Deputy Chancellor of Justice said “In my view, the report provided by Aalto University reflects an outward appearance of linguistic rights at Aalto University and is in contravention of the University Act,” and the department added that the university must address this in order to safeguard the Finnish language and language law. 

The Ministry of Education and Culture will also assess whether any further action needs to be taken, between now and the end of October.

Puumalainen noted the Universities Act largely leaves to the discretion of institutions to decide how native languages are used and how many others can be added, but he specified that the use of other languages should not supersede Finnish.

Aalto University has been called to report back on the measures it was taking to rectify the situation.

English in Science Education 

Largely regarded as “the language of science” students at other universities across the globe are fighting for their rights to write dissertations and assignments in their native languages. 

In 2020, master’s student Ramírez Castañeda at the University of Los Andes in Colombia, drew awareness to the fact that her paper would be rejected for review if written in her native Spanish rather than English.

In response, the scientific higher education community is reviewing the ethical grounds for research publication and arguing that compiling research in a language other than English should never be a cause for rejection.

UK Backtracks on Chinese Institute Ban

The UK Prime Minister Rishi Sunak has backtracked on a pledge to close down 30 Chinese state-sponsored Confucius Institutes across the country. 

During his unsuccessful bid last year to become leader of the Conservative party  a move before his promotion to Prime Minister, Sunak had promised to ban operations at the cultural schools, which stand accused of spreading propaganda and spying on students, amid ongoing political tensions with China. 

However last week, the UK government announced that it would be “disproportionate” to close the institutes, but a senior Conservative Member of Parliament (MP) Sir Iain Duncan Smith called the u-turn decision “ridiculous.” 

Confucius Institutes, which teach Chinese language and culture, became the subject of controversy after several critics and charities accused the schools of being duped by the Chinese government into spreading propaganda and interfering  with students’ free speech on campuses.

Duncan Smith, a former Conservative party leader, argued the schools were “nothing to do with language.”

The most recent decision has been widely criticized within the Conservative party, with former Prime Minister Liz Truss urging Rishi Sunak to deliver on his original statement in which he had promised to close all of the institutes in Britain and branding China “the biggest-long term threat to Britain.”

In March, Sunak appeared to adopt a less severe approach, and an updated review on foreign and defense policy described China as an “epoch-defining and systemic challenge” as opposed to an immediate “threat.” 

A government spokesperson said “We recognize concerns about overseas interference in our higher education sector, including through Confucius Institutes, and regularly assess the risks facing academia.”

“We are taking action to remove any government funding from Confucius Institutes in the UK, but currently judge that it would be disproportionate to ban them.”

“Like any international body operating in the UK, Confucius Institutes need to operate transparently and within the law, and with a full commitment to our values of openness and freedom of expression.”

Germany: Berlin mayor refuses to use gender-inclusive language

Kai Wegner, Mayor of Berlin and member of the Christian Democrat party has recently met a strong backlash after announcing he will not be using gender-inclusive language in office. The recently-appointed mayor insisted he would use “language that everyone understands”.

Wegner became mayor of the Germany capital city last month and suggested in an interview with Bild am Sonntag, that he and a figurative support network were ready to cease the progression of gender-neutral language altogether within the city’s administration. 

In the interview he remarked “I have yet to sign a letter in gendered language [gender-neutral language]. What’s important to me is that the administrative language is comprehensible. Everyone can speak as they like in private, but I want to speak the German that I learned in school and that everyone understands.”

Wegner justified his argument by expressing the concern over migrant German language learners. Encouraged to learn German, Wegner said he did not want newcomers to Germany to find the language more difficult than it actually is.

“We expect that people who come to Germany learn German and in particular it shouldn’t be the authorities who make it unnecessarily difficult for them to do so,” he said.

Many critics called Wegner’s reasoning disingenuous and caused a backlash whereby he was forced to clarify his remarks and reportedly backtracked. In a later interview with the Tagesspiegel newspaper, he insisted he was not planning a ban on gender-neutral language in the city hall.

I am interested in having a language that is understandable,” he said. “Everyone is free to speak as they like, but I for one will continue to write as I learned to do in school. For this reason I have not and will not sign a letter sent from my senate chancellery in gendered language.”

According to traditional German language rules, genders are sorted into male, female and neutral. Noun identifiers reflect this in uses of ‘der’ ‘die’ and ‘das’, however gender equality and LGBTQ+ activists have also created gender-neutral endings.  

A male citizen is a Bürger, and a female a Bürgerin – however when male and female citizens are referred to collectively or plurally, the masculine overrides feminine rules and they are termed Bürger. In response, after years of outrage, asterisks have been added in front of the feminine word ending – making Bürger*innen out of Bürger. The movement has strong opponents who argue words are becoming too cumbersome and difficult to pronounce.

Johanna Usinger, a supporter and pioneer of the alternative form and creator of open-source online gender dictionary geschicktgendern.de (clever gendering) in 2015, explained: “Our thinking is influenced through language. If it’s only the masculine that’s named, this conjures up a mental image which often contradicts reality.”

She added that language is an expression of “democratic principle and behaviour” that “demonstrates an appreciation of everyone, regardless of their sex”.

A campaign against gender-neutral language in Germany has been strongly backed by the far-right party Alternative for Germany (AfD), as well as Wegner’s party, the Christian Democrats (CDU).

Bilingual Education is America’s Future


A new report published today by the UCLA Civil Rights Project makes the case for establishment of bilingual education as the standard of instruction. The paper also outlines federal, state, and local policies needed to achieve that standard. 

“Bilingual Education and America’s Future: Evidence and Pathways” underscores the reality that the U.S. lags behind most other nations where bilingual education is the norm and that many English learner-classified students in the U.S. are underserved. These students are enrolled in schools that often do not provide full, equitable access to the standard curriculum, nor the opportunity to develop the language they already know, two problems that bilingual programs address.

The report offers strong evidence of the benefits of bilingual education and a growing commitment to education policymaking that addresses barriers to opportunity experienced by EL students. The report’s authors contend that now is an opportune moment to expand bilingual education and establish bilingual and biliteracy education as the standard for instruction for all students, but especially for those who arrive at school with a language other than English.

The full report and executive summary can be found on the website of the Civil Rights Project at https://civilrightsproject.ucla.edu/research/k-12-education/language-minority-students/bilingual-education-and-americas-future-evidence-and-pathways.

This report is part of a series of research papers, A Civil Rights Agenda for the Next Quarter Century, commissioned and published by the Civil Rights Project/Proyecto Derechos Civiles and commemorating its 25th anniversary. 

Positioning Multilingual Learners for Success

When you were a young reader, did you connect with the books you read and stories you heard? Did you find yourself between the pages? Were your experiences validated?

If you can answer yes to those questions, count yourself fortunate. The feeling of being seen, being heard, and belonging is more than important; it is vital to the success of our students because it creates connection to other students as well as to the material. And while some enter classrooms and enjoy countless opportunities to connect with literature, not all students do.

Culturally inclusive practices can create connection and boost the feeling of belonging for all learners in our classrooms, thus positioning multilingual learners for success. Students are molded by their experiences and are affected when they see, read, and hear stories that represent diverse cultures, traditions, languages, and backgrounds. They build empathy and learn about themselves in relation to others. Conversely, the same is true. Students are affected when they only see, read, and hear stories from a narrow view.

The resources provided for learning, the books on the shelves, and the posters on the walls all help create opportunities for students to feel included. Research indicates that students are more likely to engage in independent reading when provided with culturally inclusive literature (Freeman and Freeman, 2004).

Culturally inclusive or diverse books are not just for multilingual learners. All learners benefit from hearing stories and reading books about people who are different from them. Empathy grows from stepping into the shoes of others and walking in them. Books have the power to build empathy. For example, in my new picture book Krofne with Baba, readers hear the story of a little girl and her Serbian grandmother spending the day together, creating memories while making krofne (Serbian donuts). Throughout the story, readers play with language and learn about culture and traditions.

Books have a unique and powerful way of serving as mirrors that allow readers to see themselves and feel seen or open windows into others’ lives. And while one book may serve as a mirror for one student, it may serve as a window for others. Giving students of all ages, grade levels, cultures, and backgrounds opportunities to connect and build community together through reading does wonders in building empathy. The more our students empathize with each other—the more they relate to one another and realize that each of us is unique, that we are all different, and that differences make us powerful—the stronger our chances are that they will embrace each other and embrace new perspectives. One way to share these perspectives is by reading a book as a whole-group read-aloud and holding a class discussion. For instance, while reading Krofne with Baba, we can make a list of all the different names we call our grandmas. We can share family traditions and family recipes.

Whole-group read-alouds allow all students to hear the same story and connect with it in their own way. After reading and discussing the book together, place it in the classroom library for students to read independently. I’ve found that it quickly becomes the most popular book for a while.

Young readers are impressionable and vulnerable. When what they read and hear is filtered through a single lens, students begin to be limited in their own views. Classrooms and schools that provide culturally inclusive practices through books, resources, and materials invite students to engage in the journey of learning without limiting the possibilities.

Reference
Freeman, Y., and Freeman, D. (2004). “Connecting Students to Culturally Relevant Texts.” Talking Points, 15(2), 7–11. https://s3.amazonaws.com/scschoolfiles/819/personalizing_literacy-culturallyrelevantreadings.pdf

Valentina Gonzalez is a content creator for Seidlitz Education, the co-author of Reading and Writing with English Learners, and the author of Krofne with Baba. She will be presenting at the Seidlitz Literacy Conference in Houston, Texas, on April 19, 2023.

Nigeria: France commits to French education in Lagos public schools

In Lagos, Nigeria the state government has announced a partnership with France to facilitate employment and enrichment of the youth population, through cultural and linguistic ties.

Governor Babajide Sanwo-Olu revealed the new development during a recent visit from the Minister of State for Development, Francophone and International Partnerships, Mrs. Chrysoula Zacharapolou, expressing the desire to turn potential opportunities into a reality.

“Nigeria is a country with potentials, and it is time to turn those potentials to real possibilities and opportunities for Nigerians through the different initiatives and partnerships. The state has gotten to a stage where the French language should be made compulsory for pupils in government-owned schools” he said.

 – “There are very few countries in Africa that don’t speak English or French, and if one can speak both languages, you are able to communicate in most African countries. And this is something to prepare our youths for so they can be global citizens”.

The Governor also acknowledged a wide range of benefits across different sectors, from a partnership with France. Business, entertainment and culture were at the top of the list, while the state government’s established Six Pillars of Action and Agenda plan (an acronym dubbed THEMES PLUS) was also mentioned. 

A crucial take away from Mrs Zacharapolou’s visit was the signing of the letter of intent to promote French language and improve its levels of teaching in state-owned secondary schools. The letter, signed by Emmanuelle Blatmann, Ambassador of France to Nigeria has been hailed as the start of a ‘linguistic revolution’ in Nigeria.  

Mrs Zacharapolou noted an essential role in secondary school language education, and said “As we know, Nigeria is surrounded by Francophone countries and this will create more opportunities and links with these countries”. 

She also commended the energy and will of the Nigerian people, reflecting that the best of the country can be felt almost immediately, adding “the collaboration will facilitate more employment and more innovation to Lagos State.” 

Now educational and linguistic foundations have been laid for this new chapter, a French technical expert will be appointed within the Ministry of Education of Lagos State as French language advisor. The expert will advise the Ministry on improving teacher training, while overseeing a pilot project in 10 public schools.

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