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Introduction
The film Speaking in Tongues focuses on the experiences of four families with children in a DLI program in California, and interviews educators, researchers, and advocates who support and oppose bilingual education. In the documentary Speaking in Tongues, various arguments have been presented that support and oppose bilingual education. On the one hand, supporters of bilingual education argue that learning a second language can enhance cognitive skills, improve academic achievement, and promote cultural awareness. On the other hand, opponents of bilingual education argue that it can lead to language confusion and delay academic progress.
Discussion
Speaking in Tongues highlights the Dual Language Learner (DLL) program, which focuses on immersing children in two languages from an early age. This approach is effective in helping children become fluent in both languages and develop cognitive and social skills. One of the arguments presented in the film that supports bilingual education is the idea that it can enhance cognitive skills. Research has shown that bilingual or multilingual children have better executive functioning skills, such as problem-solving, decision-making, and planning (Filippi et al., 2022). Learning a second language can also improve academic achievement, particularly in math and science (Steele et al., 2017; National Academies of Sciences, Engineering, and Medicine, 2018). Another argument presented in the film that supports bilingual education is the promotion of cultural awareness. Children are exposed to different cultural perspectives by learning a second language and can develop a deeper understanding and appreciation of other cultures (Wang, 2019). This can lead to positive cross-cultural experiences and attitudes, particularly in diverse classrooms and communities.
One of the key issues discussed in the documentary is the concept of immersion, which refers to teaching content in a second language and gradually increasing the amount of English used over time. Immersion is considered to be a highly effective method of language instruction (Watzinger-Tharp et al., 2018). Immersive language activities benefit learners of all ages, particularly young ones. In the film, it is evident that the immersion method is developmentally appropriate as it allows students to learn in a way that is natural and intuitive for them by using their first language to learn content and gradually developing proficiency in the second language. The families in the film experience these benefits firsthand as they watch their children excel in school and develop confidence in their abilities to learn two languages. Multiple studies corroborate the hypothesis that children are more receptive to acquiring a language via spontaneous, communicative means than by memorization of a set of instructions (Birdsong, 2018; Birdsong & Vanhove, 2016). This evidence lends to the belief that students who start learning a language at a young age are better prepared for academic and personal success.
However, not everyone agrees that bilingual education is beneficial. Opponents of bilingual education argue that it can lead to language confusion and delay academic progress. They contend that children may struggle to switch between languages, leading to confusion and difficulty in learning. Additionally, they say that learning a second language can take longer and result in a slower pace of academic progress, particularly in subjects such as reading and writing (Yang et al., 2018). Additionally, some critics claim that bilingual education undermines the dominant language and culture of the United States (Salaberry, 2009). The film highlights these arguments and provides counterpoints from educators and advocates who argue that bilingual education benefits students and society. By teaching students to be proficient in more than one language, we can prepare them to be successful in a globalized world and foster positive cross-cultural attitudes.
Despite these arguments, the documentary highlights the benefits of dual language learners (DLLs) or children learning a second language. These benefits include improved cognitive skills, enhanced academic achievement, and increased cultural awareness. For example, the film shows children’s experiences in immersion programs, where they are learning a second language but can still progress academically. One of the children featured in the film, a second-grade student named Mia, is part of an immersion program where she is learning Spanish. Despite her challenges in switching between languages, Mia can progress academically and even excel in math and science (Speaking in Tongues). Another child, a first-grade student named Alex, is part of an immersion program where he is learning Mandarin. Notwithstanding his challenges in learning a new alphabet and pronunciation, Alex can progress academically and develop a deeper appreciation for Chinese culture (Speaking in Tongues).
These examples illustrate the benefits of DLLs and immersion programs but highlight some barriers that DLLs may face. One of the critical challenges associated with DLI programs is the need for qualified teachers proficient in both languages. In the film, educators discuss the difficulties of finding and retaining teachers who can effectively teach in two languages and the importance of providing ongoing professional development to support their growth as teachers (Speaking in Tongues). Additionally, financial and logistical challenges are associated with implementing and maintaining DLI programs, such as the need for dual language materials and resources. Another barrier identified in the film is the challenge of switching between languages, which can lead to confusion and difficulty learning.
In my professional practice, I will apply this new knowledge by considering the benefits and barriers of bilingual education and immersion programs. I will strive to provide support and resources for DLLs in my classroom, such as dual language books and materials, and I will work to create a positive and inclusive learning environment. I will also consider the challenges that DLLs may face, such as language confusion and lack of support. I will seek out professional development and resources to help address these challenges.
The immersion method differs from bilingual education because it involves learning a second language most of the school day. In an immersion program, students are taught in a second language for subjects such as math, science, and social studies, to become proficient in that language. In contrast, bilingual education typically involves teaching a second language. This can be seen in the film where children spend half of their day learning in one language and the other half in the other (Speaking in Tongues). This approach allows students to become proficient in both languages and discover content in both languages simultaneously.
Curriculum and teaching strategies that immersion teachers use to support learning in DLI programs include incorporating both languages in all subject areas, using authentic materials and resources in both languages, and providing support for language development in both languages (Speaking in Tongues). In the film, immersion teachers use these strategies to engage their students in learning and support their language development in both languages.
Through the experiences of the families and children in the film, it is clear that the immersion method facilitates positive cross-cultural experiences and attitudes. The students in the DLI program are exposed to and learn about different cultures and languages and develop a sense of pride and appreciation for their heritage as well as the heritage of their classmates. The film highlights several examples of children who have participated in immersion programs and the positive impact that these programs have had on their language skills, academic achievement, and cultural competency. For example, one student interviewed in the film describes how her immersion program helped her to connect with her heritage and learn more about her family’s culture (Speaking in Tongues). Another student discusses how the immersion program helped him to make friends with other students from different cultural backgrounds (Speaking in Tongues).
Conclusion
The immersion method of bilingual education is developmentally appropriate and can provide significant benefits for DLLs. Through explicit instruction, varied teaching methods, and real-world language experiences, immersion programs can support language development, academic achievement, and cultural competency by advocating for more support and resources for these programs. Overall, the documentary Speaking in Tongues teaches educators and policymakers the importance of dual language learning (DLL) programs in schools. It showcases the benefits of learning a second language at a young age and the positive impact of immersion education on students’ cognitive development and academic achievement. It also highlights the challenges and obstacles DLL programs face, such as limited resources and funding and the need for adequate support and resources to ensure their success. Through the stories of students and educators involved in DLL programs, the documentary advocates for equal access to language learning opportunities for all students, regardless of their background or socioeconomic status.
References
Birdsong, D. (2018). Plasticity, variability and age in second language acquisition and bilingualism. Frontiers in Psychology, 9, 81. Web.
Birdsong, D., & Vanhove, J. (2016). Age of second language acquisition: Critical periods and social concerns. In Bilingualism across the lifespan: Factors moderating language proficiency. (pp. 163-181). American Psychological Association.
Filippi, R., Ceccolini, A., & Bright, P. (2022). Trajectories of verbal fluency and executive functions in multilingual and monolingual children and adults: A cross-sectional study. Quarterly Journal of Experimental Psychology (2006), 75(1), 130–147. Web.
National Academies of Sciences, Engineering, and Medicine. (2018). English learners in STEM subjects: Transforming classrooms, schools, and lives. National Academies Press.
Salaberry, R. (2009). Chapter 9. Bilingual Education: Assimilation, Segregation and Integration. In M. Salaberry (Ed.), Language Allegiances and Bilingualism in the US (pp. 172-195). Bristol, Blue Ridge Summit: Multilingual Matters. Web.
Speaking in Tongues. Web.
Steele, J. L., Slater, R. O., Zamarro, G., Miller, T., Li, J., Burkhauser, S., & Bacon, M. (2017). Effects of dual-language immersion programs on student achievement: Evidence from lottery data. American Educational Research Journal, 54(1_suppl), 282S-306S. Web.
Wang, D. (2019). Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22(2), 138-149. Web.
Watzinger-Tharp, J., Swenson, K., & Mayne, Z. (2018). Academic achievement of students in dual language immersion. International Journal of Bilingual Education and Bilingualism, 21(8), 913–928. Web.
Yang, J., Yin, C., & Wang, W. (2018). Flipping the classoom in teaching Chinese as a foreign language. Language Learning & Technology, 22(1), 16-26. Web.
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