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I speak both Mandarin Chinese and English. Mandarin is my native language, and I started speaking it from birth. I began learning English after I moved to the United States as an adult.

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2. When, where and how did you learn them?

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2. When, where and how did you learn them?

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I learned Mandarin at home and at school while growing up in China. I started learning English seriously after moving to New York. I improved my English through college courses, daily conversations, and by working with children and families in school.

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3. What language(s) are spoken in your home?

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3. What language(s) are spoken in your home?

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At home, we mostly speak Mandarin. I use Mandarin with my children and husband, but I also encourage my kids to speak English and support their bilingual development.

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4. In which contexts do you use your languages (i.e. at work, with extended family, in my community, when I travel, etc.)?

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4. In which contexts do you use your languages (i.e. at work, with extended family, in my community, when I travel, etc.)?

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I use Mandarin at home and when talking to other Chinese-speaking families in the community. I use English at work with my colleagues, students, and families who speak other languages like Spanish or Arabic. I also use English when I travel or attend school-related meetings.

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5. Which domains of the language do you feel most comfortable with and why? (speaking, listening, reading, writing)

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5. Which domains of the language do you feel most comfortable with and why? (speaking, listening, reading, writing)

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I feel most comfortable with listening and reading. These give me more time to think and understand the meaning. Speaking and writing take more effort for me, but I am improving over time.

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6. What do you think of your own bilingual language abilities?

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6. What do you think of your own bilingual language abilities?

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I think I am still developing my English skills, especially speaking and writing. But I feel proud to be bilingual and able to communicate in both languages. My bilingual ability helps me connect with more people.

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7. How do you think others perceive your language abilities? Why do you think this?

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7. How do you think others perceive your language abilities? Why do you think this?

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Some people may notice my accent or grammar mistakes, but I think they appreciate my effort and understand that I am trying my best. At work, my coworkers and families respect me because I care about the students and communicate clearly.

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8. What are the benefits and challenges of being bilingual?

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8. What are the benefits and challenges of being bilingual?

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The biggest benefit is being able to connect with people from different cultures and support multilingual children. Being bilingual also helps my own children learn both languages. The challenge is that I sometimes feel nervous when speaking English in public or professional settings.

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9. How do your own experiences as a bilingual speaker inform your professional practice?

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9. How do your own experiences as a bilingual speaker inform your professional practice?

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Because I know how hard it is to learn a second language, I try to be patient with my students. I use pictures, gestures, and simple words to help them understand. I also respect and support their home languages and cultures in the classroom.

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10. With an understanding of the factors that impact bilingual development in the U.S. and following evidence-based best practices, what are some ways we can better support our MLs in schools?

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10. With an understanding of the factors that impact bilingual development in the U.S. and following evidence-based best practices, what are some ways we can better support our MLs in schools?

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We can support multilingual learners by valuing their home languages, using visuals and real-life connections in teaching, and involving families in learning. Teachers should also receive training on bilingual development and strategies like translanguaging to help students succeed in both languages.

References:

Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.

García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.

Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2006). Educating English language learners: A synthesis of research evidence. Cambridge University Press.

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My Life as a Bilingual Speaker and Educator

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My Life as a Bilingual Speaker and Educator

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Hello, my name is Wenting Zhang. I am a bilingual teacher and a mother of two children. I teach in a 3K classroom in New York City. In this project, I want to share my language story.

I speak Mandarin Chinese and English. Mandarin is my first language. I was born and raised in China. I used Mandarin at home, in school, and with friends when I was a child. After I moved to the United States, I started learning English. At first, it was very hard for me. I was afraid to speak and made many mistakes. But I didn’t give up. I went to school, listened carefully, and practiced every day. Now, I can speak and understand English much better.

At home, I speak Mandarin with my husband and my children. I also help my kids learn English. I want them to know both languages. At work, I speak English with my students and coworkers. Sometimes I also speak Mandarin with parents or families who speak Chinese. In the community, I use both Mandarin and English.

For me, listening and reading are easier than speaking and writing. I need more time to find the right words when I speak English. But I feel proud that I can use two languages. I think I am still learning, but I have improved a lot.

Sometimes people may think my English is not perfect, but I think they respect me because I try my best. I care about my students and I work hard to help them.

Being bilingual has many good things. I can understand two cultures. I can help students and families who speak different languages. But sometimes, it is also hard. I still feel nervous when I speak English in public. But I always try.

My language experience helps me in the classroom. I understand how children feel when they are learning English. I use pictures, simple words, songs, and body movements to help them learn. I also tell them that their home language is important and beautiful.

In the future, I want to learn more about how to support multilingual learners. I believe we should work together with families, respect all languages, and help every child feel proud of who they are.

Thank you for listening to my story.

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Multilingual Welcome Sign at School Entrance

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Multilingual Welcome Sign at School Entrance

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This welcome sign displays greetings in over ten different languages, including Chinese, Arabic, Hindi, Vietnamese, and more. It shows that the school embraces diversity and values the languages spoken by its students and families. This is an example of a multilingual ecology that makes families feel seen and respected from the moment they arrive.

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Fieldwork Project: Digital Photo Journal

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Fieldwork Project: Digital Photo Journal

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1. Does your school have multilingual texts? Where are they?

📍 Reading Area (Image with blue wall and bookshelves)
In our reading area, books are available in both English and Chinese. This gives students access to multilingual texts during independent reading time and encourages biliteracy from a young age.