To commemorate Asian American Pacific Islander (AAPI) Heritage Month, we asked some of our AAPI SC MLE Network colleagues to share their perspectives on working in the field of multilingual education.

"My being an Asian teacher who also spoke multiple languages and learned English as my third language were all positive assets to my role. I understood the plight of English learners, but more importantly, I could truly empathize with the challenges they were faced with. They easily felt at ease with me because, like them, I was also different. I looked and sounded different than the typical Southern American teacher in their regular classes. 

"I was excited to be in a room that looked like the United Nations! On my first year as an ESOL teacher, there were students in my class from six language groups. That would have been enough to scare any teacher who would have screamed, “Help! My students did not speak English!” But instead, I taught them just as I would have wanted to be taught as an English learner: with compassion, knowing that our students felt lost at first in a classroom where everyone spoke only English, especially their teachers; with patience, as our students were learning to pronounce and learn unfamiliar words and phrases; and with love, knowing they felt different and perhaps stared at with curiosity by the students and by the school staff. All they needed was to feel safe and accepted. They were smart students in their countries; they just did not speak English, YET. Soon, they learned to communicate and graduate with honors! I made sure that as their teacher, I helped them learn English and supported them academically. 

"When I became a coordinator, I saw how valuable my experiences are as an Asian American educator. I conducted ESOL PDs (Professional Development) with principals and teachers, and I spoke with credibility and passion because I knew and understood the experiences of our students. Many times, I would start my training by speaking in Tagalog (the national language of the Philippines) for the first few minutes. As I spoke in a foreign language and asked them to respond to me, all these leaders who have Ph.D.s after their names were suddenly lost and confused. They finally understood what it was like to be a language learner! 

"I am blessed to be in my current role as a district leader who makes sure that our Multilingual Learner Program is in compliance with federal laws when it comes to instructional services and academic support. My being an Asian American educational leader has allowed me to impact the policies in the classrooms and provided me ample opportunities to educate other teachers and leaders. But I will always remember what it is like to be a language learner. And I will continue to make it my mission that other educators know how to meet the needs of our multilingual learners, as well. It is a gift to be biliterate! It is also possible that one day, just like what I am doing now, one of our former ESOL/ML students will be standing in front of principals and teachers and will be teaching them how to become more compassionate educators and be willing to change the lives of our multilingual learners!"

Tina has provided some book recommendations linked below.

"I often share my experience of moving to Korea and having to learn to speak the language and learn the customs of a new country with my newcomers. One of the things that I’ve noticed over the years, is many students are more willing to open up and share their struggles and concerns with me because they see me as someone who has gone through a similar experience. This allows me to create a safe and supportive environment in which they feel comfortable practicing their English and developing their language skills. I can also offer them insight and strategies based on my own experiences that can help them navigate the struggles of adapting to a new culture and language. 

"I truly believe that being a teacher and advocate of multilingual learners is an incredibly rewarding experience. Ultimately, I believe that my role as a teacher is not only to help my students develop their language skills but also to help them navigate the complexities of life in a new country and to become active and engaged members of our school community."

"On the other hand, Asian Americans may also face stereotypes and biases that can affect their language learning experiences. We may be perceived as "model minorities" who are expected to excel academically, including in language learning. This can create pressure and anxiety that may hinder our learning. Furthermore, Asian Americans may be stereotyped as having accents or struggling with English, which can lead to discrimination or lack of support from others. A meta-analysis by Huang (2019) investigated how Asian American students perceived and responded to stereotypes about their language abilities. The study found that students who felt that they were being negatively stereotyped were more likely to experience anxiety and lower motivation in language learning. 

"Asian Americans may also have access to supportive communities that can help us in our second language acquisition. We may have family or friends who speak the target language, or they may belong to ethnic or cultural organizations that offer language classes or conversation groups. These communities can provide motivation and encouragement, as well as opportunities to practice the language in authentic contexts. Researchers Kim and Lai (2019) examined how Asian American college students' participation in ethnic clubs influenced their language learning experiences. The study found that students who participated in language-related activities within their ethnic clubs were more likely to feel supported and motivated in their language learning.

"Overall, being an Asian-European-American can have both advantages and challenges in second language acquisition. It is important to recognize and address the potential biases and stereotypes that may impact our language learning experiences, while also valuing our very own unique cultural and linguistic backgrounds."

References:

Chen, Y. (2019). Heritage language learning and motivation among Asian American college students. Foreign Language Annals, 52(2), 276-293. 

Huang, L. (2019). Stereotypes about Asian Americans and their impact on language learning motivation. Journal of Language, Identity, and Education, 18(4), 227-239. 

Kim, H., & Lai, C. (2019). Ethnic club participation and language learning motivation among Asian American college students. Journal of Language, Identity, and Education, 18(2), 112-126.