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Challenging the idea that a Spanish speaker (Heritage or Native) shouldn't be in a class with L2 learners. 

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Challenging the idea that a Spanish speaker (Heritage or Native) shouldn't be in a class with L2 learners. 

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I hear at least once a year someone say that our heritage or native speakers shouldn't be in class with them because they have an easy "A" and unfair advantage. With those conversations I first ask if they should be exempt from English classes because they can understand it, or read a bit of it. Students do a short survey that asks them what they believe their weaknesses and strengths are. We look at these anonymous answers and inevitably see the large variety of strength and weakness, and create goals as individuals. I stress how each of us is different and that we all can improve and grow our languages.

Also, in my classes (all) with native and/or heritage learners, it is important to start with our basic vocabulary lists, but we always check in with the heritage/native speakers to learn like vocabulary, but that which is specific to their "culture", region, family. It is so fun, and for some, the linguistic ties to their family and friends are integral to who they are. These are mini opportunities to demonstrate respect for who they are.

em Summer 2026

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I promote the interests of heritage speakers by helping colleagues realize that a student does not necessarily have good reading and writing skills in Spanish just because he or she speaks Spanish at home. Heritage speakers have different learning needs from those of students who are learning Spanish as a second language.

Wherever possible, it is advisable to communicate with families in Spanish as this makes them feel more at ease, helps to build trust, and promotes their involvement in their child's education.

I help teachers understand that, besides language, there are other important differences to learn about; instead of assuming students are "lazy" because they don't always complete homework, it is necessary to understand the family dynamics that some families have. When a family immigrates, they do it alone; sometimes the lack of English prevents them from accessing better jobs with better salaries, and because of this, adults in the family work more than one job; therefore, our students have to be the parental figure when they return from school.

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Strategies from a Wellness Educator, not a World Language Teacher

1. Another strategy I use for the native speakers that are integrated into my classes is our ELL teacher. She has been an amazing resource. If a student is put into my class I communicate with her to find out some background and where they are at with the English Language. I then go to her when we have assignments and she will either help me translate them or work with the student when she has class with them to complete the assignment with her. This helps the students tremendously. They tend to be more successful and I feel they do not feel as intimated or feel pressure about the assignments in my class making them feel more comfortable and willing to engage with me and their classmates and the class in general. I believe using the resources I have in my building, especially our ELL teacher, is my greatest asset for helping my students feel comfortable resulting in a more positive and successful experience in my classes.

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Strategies from a Wellness Educator, not a World Language Teacher

1. Native and heritage speakers are often integrated into my general education classes without me being given much information. The first strategy I use when this occurs is to try to talk and get to know the student. If their English is extremely limited, I use my phone and/or their phone for google translate. Most of our ELL students are either Portuguese or Spanish speaking students. I know very little and broken Spanish and try to say a phrase to them about me being able to speak a little Spanish. They typically smile and laugh and get the gist of what I am saying breaking the ice. I continue to check in with them regularly using google translate if needed to hopefully make them feel valued and cared about allowing them to feel more comfortable in class. If there is a student that speaks their native language while being much more successful in English (maybe a heritage language speaker), I also introduce them to that student. This allows them to communicate in their native language, have connection in the class immediately, and allows me to use the heritage speaker as a translator for us. If ELL students have a connection, feel cared about and valued, they are more likely to engage in my activities and with other peers in my class.

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I also try to help other teachers understand what being bilingual or a heritage speaker actually means for an individual student. For example, a student might speak excellent Spanish and mostly speak Spanish at home, which could mean they don’t have someone at home who can easily help with English homework. Sharing that context can help teachers understand students’ strengths while also having more realistic expectations about where they might need support.

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I also try to help other teachers understand what being bilingual or a heritage speaker actually means for an individual student. For example, a student might speak excellent Spanish and mostly speak Spanish at home, which could mean they don’t have someone at home who can easily help with English homework. Sharing that context can help teachers understand students’ strengths while also having more realistic expectations about where they might need support.

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I think one of the easiest things we can do is actually get to know our students and their backgrounds and model that for other teachers. I try to make small, matter-of-fact corrections when needed. For example, “She’s actually Brazilian,” or clarifying that we don’t necessarily have “Portuguese students,” but Brazilian students who speak Portuguese. These little corrections can challenge stereotypes without turning every interaction into a big conversation.

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I think one of the easiest things we can do is actually get to know our students and their backgrounds and model that for other teachers. I try to make small, matter-of-fact corrections when needed. For example, “She’s actually Brazilian,” or clarifying that we don’t necessarily have “Portuguese students,” but Brazilian students who speak Portuguese. These little corrections can challenge stereotypes without turning every interaction into a big conversation.

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One way to motivate bilingual education is to invite alumni who are either heritage or native speakers to come back to school and present regarding their successes after they graduated. They can give their talk in an ELA class, so everyone, including the gen. ed. teacher, gets to hear it. It's inspiring to hear how their biliteracy has helped them in their academic and personal life.

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Language learning can be exhausting! Especially for our beginner language learners, the effort of trying to understand everything that's going on in the classroom while trying to write, speak, read, and think in another language requires a ton of brain power. At the end of the day, students may need a break and unwind by playing a fun game together.

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Similar to other entries, I make it a point to share phrases from each of the Spanish-speaking countries and compare them and their meaning. In addition, we talk about cultural practices, expectations, how they are different and how folks from each country perceive other Spanish-speakers as well. L2s find this fascinating. HL and NS feel validated, identity and connection. It is a win-win. Students also enjoy hearing my personal experience is not based on a "commonly" taught country, reels in their curiosity.

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We exchange ideas in our Academy meetings, including helpful strategies.  These regular meetings are where the teachers in my World Language department share tips and cultural insight as well as differentiation ideas and reminders that ELL students shouldn't be held to the same performance requirements and that modification and personalization is not only okay, but advisable so all students can feel successful in progress. 

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We exchange ideas in our Academy meetings, including helpful strategies.  These regular meetings are where the teachers in my World Language department share tips and cultural insight as well as differentiation ideas and reminders that ELL students shouldn't be held to the same performance requirements and that modification and personalization is not only okay, but advisable so all students can feel successful in progress. 

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I work with our school's librarians to create hallway glass cabinet displays for the heritage months throughout the year. The students and staff are able to see books, musical instruments, decorations, artwork, and facts about the group of people we are celebrating. The displays vary month to month and year to year. This year for Black History Month, the display showed inventions created by Black inventors. May was an ABCs display with a person of AAPI heritage representing each of the letters.

I highlight a Musician of the Day in my classes that also corresponds to the heritage month we are currently in. At the beginning of each heritage month I have a different video that celebrates that culture. I love watching my students' faces light up when it's time for their culture to be represented. For the Musician of the Day, we learn about the musician and then watch a video of them performing. Sometimes we also learn about an instrument or a dance from that culture. It gives all of my students a chance to experience new cultures and what it's like to hear something sung/spoken in a language they don't know, and it shows how music is a universal language, both of which provokes good conversations afterwards.

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Rather than viewing heritage speakers purely as "language models" for L2 students, I actively tap into their unique funds of knowledge by inviting them to share regional traditions, idioms, and cultural perspectives during thematic units. I frequently share funny cross-cultural interpretation moments from my own experiences, like using a word that meant something totally innocent in one country but hilarious in another, to build a classroom environment where linguistic mistakes are celebrated rather than feared. When a heritage speaker is the only representative of a specific dialect or country in the room, I use these moments to highlight their expertise while equipping them with phrases to respectfully correct others or ask for clarification. Teaching students how to self-advocate gracefully gives them confidence both in and out of the world language department. This approach shifts the dynamic from passive participation to active, proud cultural leadership.

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When the 8th grade team grew concerned that a heritage student was disengaged because her parents missed parent teacher conferences, I stepped in to inquire about their home situation before any assumptions were made. I reached out to the family in Spanish and learned that both parents worked late shifts and relied entirely on public transit, making evening school events impossible to attend. I shared this context with my colleagues, helped set up a flexible weekend phone check-in, and worked with our admin team to ensure all future family communications were sent via text-friendly apps translated into Spanish. My colleagues realized the issue was access rather than a lack of care, which completely shifted their approach to supporting the family. As language educators, taking the initiative to uncover the real story behind family engagement is one of the most effective ways we can mediate for our students and build true school-community trust.

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Academic Spanish vs. Conversational Spanish

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Academic Spanish vs. Conversational Spanish

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Another way I advocate for heritage speakers is by helping colleagues understand that conversational fluency is different from academic language proficiency. Many heritage speakers communicate comfortably with family members but still need explicit instruction in reading, formal writing, spelling, accentuation, and academic vocabulary. When teachers understand this difference, they are less likely to assume that heritage speakers "already know Spanish" and more likely to provide instruction that builds on students' strengths while addressing their academic needs.

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Appropriate Placement for Heritage Learners

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Appropriate Placement for Heritage Learners

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One way I advocate for heritage speakers is by helping counselors, teachers, and families understand that speaking Spanish at home does not automatically mean a student belongs in a Heritage Spanish course—or that they should remain in a traditional Spanish II class. Some students choose Spanish II because they lack confidence, while others would thrive in Heritage Spanish with the appropriate academic support. I believe World Language teachers should work closely with counselors and families to explain the differences between the two courses so students are placed where they will experience both success and challenge.

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A couple of strategies that I have used and could use in the future:

I have acted as a translator during parent and admin meetings. Although this is not something that I enjoy doing nor prefer, I understand that this helps to build a connection between myself and the families.

I have also made it a point to share about the importance of accepting the cultural differences if I notice that there is a difference in opinion/actions/inactions between a family and staff at school. I try to offer suggestions that bridge the gap between the perspectives.

I really enjoy the idea of creating a world language club for after school time at school. That way students could explore or bring to the table all of the languages and cultures that are in our school community.

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Another strategy I have used is serving as a support person for newly arrived families, most of whom come from Central or South America and have little or no knowledge of English. I help interpret and explain school forms, answer questions, and guide them through the enrollment process. I also assist with questions about transportation, scholarships, school procedures, and other community resources. Many families appreciate having a trusted contact person they can turn to for help without feeling judged or questioned. It is a pleasure to support them, and it brings me great satisfaction to help families feel more comfortable, informed, and connected to the school and the community.

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One strategy I use is inviting my heritage students to present about their country, culture, and customs during our Culture Club meetings. This gives them an opportunity to share something they are proud of while helping other students learn about different cultures. Many students enjoy bringing realia, traditional foods, or other meaningful items to share with the group. The presentations encourage students to ask questions, make connections, and develop a greater appreciation for cultural diversity. This has been a very successful and meaningful experience for everyone involved.

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Curiosity as a Tool for being a cultural mediator

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Curiosity as a Tool for being a cultural mediator

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In my community, students often have questions that exhibit lack of knowledge regarding geography and politics. They also have low-exposure to Spanish-speaking communities. They are polite students but their comments demonstrate general stereotypes and naivete. The more worldly students in my class sometimes react with shock or dismay.

One tool that has worked well from me as I try to expand their horizons is asking questions. It automatically asks the student to consider what they know and believe. It also brings the emotion down if their comment is coming from a strong feeling. They have to stop and use their thinking brain. Showing my own curiosity models the respect and patience I'd like my more knowledgeable students to offer them as well.

I start by not reacting with my own emotion. For example, a student had a question about America that demonstrated lack of geographical and political understanding. I asked this student if they were talking about North or South America while pointing to the map as well as pointing out our state on the map. I continued to ask questions about what people from different places might call themselves and why. It was important to remain for me to remain emotionally blank and to share this face with the person behind the student who couldn't believe it was being asked. It was a short lesson in compassion all around.

Comments about politics usually come from a place of confusion and curiosity as well. My questions are usually - what did they read? what did they watch? have they talked to their families about it? what questions do they have about the situation?

In addition to asking questions of my students, I introduce them to real people in my life who are Spanish-speaking and working in the US. My friend who is a mechanical engineer was able to come into my classroom and talk about his experience working in the auto industry. Again the focus was questions - he asked them questions and they asked him questions.

Being curious and encouraging curiosity has been my most successful tool as a cultural mediator.

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Many of our students do not have experiences with Spanish-speaking countries or cultures. Many, however, are from families that speak Albanian, Finnish, Russian, and Korean. A survey during the first week of school lets me know what kinds of experiences students are bringing from their families. Many family members cook food and share languages and objects during our World Language Week.

Many students do not know or remember the history of their families. They will return to class and let me know that they spoke with someone and that they now know more about who they are.

Once the students know that I care about who they are and what their experience is, it opens the door to introduce them to the cultures of the Spanish-speaking world. We order pan de muerto from a local bakery and tamales from a local restaurant and many are amazed that these experiences are right in front of them. They start opening up about experiences they have with Spanish-speakers they encounter at soccer games and on vacation.

We have many stories from many countries in our curriculum and we constantly refer to our map of the world. This is the first time many of my students realize that Mexico is not the only Spanish-speaking country. However, since Mexico is our neighbor, our Spanish 1 curriculum helps our students become familiar with Mexican traditions and history that they encounter both on trips and also throughout our country.

In my community, Spanish 1 is the door that opens many of their eyes to their first experiences with the language and culture. I have to be careful to teach and respond with extra thoughtfulness.

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District-Wide Events: World Languages Week

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District-Wide Events: World Languages Week

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We continue to enhance our World Languages Week event calendar that we celebrate every March. This year, for the first time, we launched our language swap workshop where students learned a new language for one block. We were able to offer French, Italian, Nepali, Portuguese, Russian, and Spanish. Students were assigned at random. This was publicized district-wide. Next year, I plan to work with our MLL teachers to identify 2-3 other model student leaders to lead a language/cultural lesson of their native or heritage language for peers so we can continue to expand our menu of language offerings during World Languages Week. When soliciting feedback, students raved about this workshop and what they learned about the language itself, as well as cultural differences. It opened students' eyes about the diversity we have within the walls of our school. It was a rewarding event that I hope to continue to grow.

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Helping students overcome embarrassment of regional accent. 

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Helping students overcome embarrassment of regional accent. 

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I will sometimes have students who are embarrassed to speak in class because they have a regional accent in their native language. Something I like to do in class is to have a famous poem in Italian, show a video of an actor reading the poem in standard Italian, and then have my heritage students read the poem with their normal accent. We then, as a class, analyze the differences in pronunciation and accent, with the emphasis being on the various accents being an enrichment of the language

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Encouraging Students to openly speak their heritage/native language

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Encouraging Students to openly speak their heritage/native language

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Teaching beginner language learners at the middle school level, the biggest challenge I see for heritage/native speakers is more an internal, personal barrier than an external barrier. Most middle heritage speakers are extremely timid and almost embarrassed about speaking their native language, or even admitting to their classmates that they do speak another language. I usually like to help my students break out of this mindset by highlighting their linguistic knowledge as an asset during class time. If there is a word in Italian that I know comes from Arabic (sugar=zucchero), and I have a native Arabic speaker in class, I will explicitly ask the student how you sugar in Arabic to show that all languages are interconnected with other languages. However, my true purpose is to get the native speaker to see that their native language is something to be proud of.

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An important part of this advocacy is promoting the Seal of Biliteracy. The Seal of Biliteracy recognizes students who have attained proficiency in English and another language, validating the linguistic skills many heritage and native speakers already already possess. It encourages students to maintain and develop their home language, provides a valuable credential for college and career opportunities.

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Advocate for recognition of students' home languages and cultural backgrounds as valuable assets rather than deficits. This can be done by incorporating students cultural experiences, traditions, and language varieties into classroom activities and school events. When students see their identities reflected and respected in the school environment, they develop greater confidence, engagement, and stronger sense of belonging.

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I help translate from English to Spanish during IEP meetings and other parent engagement activities and can help explain some of our school activities to parents and families.

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I help translate from English to Spanish during IEP meetings and other parent engagement activities and can help explain some of our school activities to parents and families.

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I have folders with resources on immigration for families, one in English and one in Spanish, placed in my room for anyone to take.

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I have folders with resources on immigration for families, one in English and one in Spanish, placed in my room for anyone to take.

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I have had a few French heritage students from Canada and France (Nice) in my classrooms during the years.

While working with them, they brought a few different dialects to the classroom culture.

I always encourage them to pronounce the language the way they use it at home because their different nuances enrich the panorama of the French language-culture.

When they do so, we stop and compare the similarities and differences between the regions and countries to point out the large variety that a language involves beside the formal display.

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In my school I lead French Club every month.

At the beginning of the school year, there is an announcement on PA system to invite all the students that have interest on learning and exploring French culture.

On our 1st meeting, the participants introduce themselves, backgrounds, reasons why participating and then we Brainstorm ideas on their activities of interest.

During the year, the students learn more about French gastronomy, culture, literature, architectural monuments, music, art, etc.

They are also invited to bring French food in class and create a food festival.

In our last meeting, I provide all the supplies for the students to make crêpes in class and enjoy them with friends.

This type of organization is purposefully planned to create a bonding community where the students share the same interests and their experiences.

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Another way that I have highlighted the cultures and languages, not only in my classroom but also in the entire school, is through the Seal of Biliteracy program. This program allows students to feel valued and celebrate their language abilities in whatever language in which they may be fluent. Students are constantly given accolades for exceptional grades or sports performance; however, this program provides students a way to show their pride for their own culture and language abilities, without being tied to grades or competition. Students in my school district are extremely fortunate in that the school district covers all costs associated with testing (and retesting) so that all students can participate, regardless of socioeconomic status. As someone who grew up in a bilingual household, I would have greatly appreciated having this program in high school and receiving recognition for my language abilities.

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It is important to advocate for students and their diverse cultural backgrounds. This is even more so important when teaching heritage speakers in your classroom due to the preconceived notions and prejudices that may exist. One of these aspects that is important to embrace and highlight in the classroom is the dialectal variation that is present. Students’ dialects represent their families, communities, past experiences, and so much more. Therefore, it is important to ensure that no one feels as if their dialect is inferior or insignificant to other dialects in the classroom. As teachers, we must celebrate the language variation in our classrooms and challenge any stereotypes of preconceived notions that exist, which may be a detriment to our students.

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I want to echo the comments about the Seal of Biliteracy. As the department coordinator, offering the State Seal of Biliteracy is a point of pride for our district. I communicate with families and the school community in their heritage or native languages about the opportunity to test for this prestigious award. We also advertise the many benefits of attaining the Seal, including receiving college credit, a verified credential for future employment, and recognition on their permanent high school record.

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As a cultural mediator, I have advocated for students to receive separate instruction in Heritage Spanish class. Since about 40% of our student population is Hispanic, offering these classes is culturally responsive. Also, I have advocated for families to receive information about college/college credits offered at the HS in Spanish. Finally, I have invited Spanish-speaking students to do community service as translators at school events.

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In my classes, I include all different cultures, not just Spain or Mexico, so students can have a broader understanding of the countries that speak Spanish. This helps them understand the differences and similarities in cultures.

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Like so many others who have posted already on Seal of Biliteracy, I think that this is a great way to give Native Speakers and Heritage Language Learners an opportunity to maintain or improve their connection with their native language. I feel this can help a family maintain some sense of who they are, but at the same time are able to develop a new language that will help them while here.

However, I have filled the role as interpreter between a native speaking parent and administration to help clarify some concerns as to a family dynamic that required some potential conflict resolution.

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An important strategy as a teacher is to never assume a heritage student’s proficiency level. Heritage and native speakers may all have varying levels of Spanish spoken in the home. Also, never assume a heritage student’s vocabulary bank. Every country and region uses their own colloquialisms so what makes sense to one student may not make sense to another. Reiterating that there is not one “right” way to communicate is important for all language learners.

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In my own teaching practice, I would implement this tip by being intentional about recognizing and respecting the diversity within the Spanish-Speaking world.  Since Spanish is spoken in many different countries, I understand that certain words or expression that may seem harmless in one culture could be considered inappropriate or offensive in another.  To create an inclusive and respectful classroom environment, I would continuously learn about regional language differences and encourage students to share vocabulary and expressions from their own backgrounds.  I would also avoid presenting one variety of Spanish as “correct” over another and instead use these differences as opportunities for cultural learning and discussions.  I also see this as an issue between heritage speakers students, in this situation I would guide respectful conversations that promote empathy and cultural awareness.

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I'm a teacher as well as a swim team coach and for modesty, I had a student who wanted to swim but had to cover up (which would typically be a competition suit only used in regionals and past) but I was able to research and get them an appropriate suit so they can complete

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Two strategies I use for student advocacy as a cultural mediator are communicating with families in both English and Spanish and conducting informal wellness checks with students. Providing information in families’ preferred language helps ensure they have equal access to school resources and strengthens the home school connection. I also make an effort to check in with students who may be struggling academically or emotionally, as these conversations often reveal challenges related to language, culture, or family responsibilities.

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I come from a district with a small population of heritage or native speakers, and I feel it is important to help advocate for these students by consistently reminding teachers of the supports and accommodations that benefit them. Simple check-ins and collaborative conversations can help make sure students are receiving appropriate support, scaffolding, and opportunities for success within the classroom. Our grade-level team meetings each week provide teachers with time to have these conversations and reflect on how students are progressing and what additional support may be needed. Being an advocate for students who are part of a smaller population of language learners is important to me because it helps ensure that these students are not overlooked, forgotten, or left to quietly struggle without the support they need.

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My school has been working on incorporating more multicultural experiences into the classroom and recently introduced a multicultural fair where families, staff, and students could share their cultural backgrounds. This was a great way to introduce and celebrate the variety of cultures represented within the school community that may not always be highlighted throughout the year. Different cultures were able to share traditional foods, customs, clothing, music, and family traditions. This created a wonderful opportunity for students and staff to learn more about the diverse cultures present within our community. I was able to participate and share my Lithuanian culture during the event. The students and staff I work with were surprised to learn more about my cultural background, and many of them would not have had that opportunity if it were not for the multicultural fair. Experiences like this help create stronger cultural awareness, build connections within the school community, and allow students and families to feel proud of their identities and traditions.

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I have offered support in person to families who need to speak with the principal, office staff, other teachers, etc.-- always with the guise that I am not an officially trained/certified translator, but that I can be used as a tool to facilitate conversations. The families I have serviced have always been grateful and appreciative of the chance to be in person expressing their concerns or asking questions.

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We provide the Seal of Biliteracy for our multilanguage students as well in my district. Both heritage and world language learners are able to take the STAMP test to determine proficiency. Typically, not always, but typically, heritage students perform higher than their world language learning peers. This is a way for them to showcase their skills and be recognized positively in the school. Students wear medals at graduation and are also celebrated on our school's social media pages and website.

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Promoting realistic expectations for heritage speakers

Promote realistic expectations for heritage speakers by recognizing that speaking Spanish at home does not automatically mean students have equal proficiency in reading, writing, grammar, or academic vocabulary. Schools and classrooms can support heritage speakers by valuing bilingualism as a strength while providing appropriate language support based on individual needs.

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Use students' cultural knowledge to validate identity and support belonging

Create opportunities for heritage speakers to share cultural experiences, traditions, or regional language differences during Hispanic culture lessons. This validates students’ identities, helps classmates appreciate cultural diversity, and empowers students to see their background as an academic strength rather than something separate from school.

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As a cultural mediator I take some time at the beginning of the school year for kids to teach me their newest slang terms (school appropriate, of course!). If I have heritage speakers we also do this in Spanish. We also make a school wide effort to celebrate Hispanic Heritage month with trivia, posters and decorations.

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I have translated Spanish and Portuguese during several IEP meetings for my students. One thing I make sure I do not do is have students translate what I or other teachers say. I want to ensure that the correct message is being translated and conveyed so there are no issues in communication between the parents and teachers.

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One strategy for student advocacy as a cultural mediator is to provide new teachers with information about the cultural norms of our students. There are many teachers who have not been around students with diverse backgrounds and they may be unaware of important things that may shape how the students perform in class and how they respond to certain topics.

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As a language teacher, chances are that you have a stronger sense of what your heritage students are capable of in terms of reading and writing. Sharing insider knowledge with other teachers, especially in classes where a student is struggling academically may give that studnet a greater advantage in another class than they would have if you had not done so. ELD students usually are covered by this, but heritage speakers may or may not fall into the ELD category.

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Advocate for more than language needs of students

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Advocate for more than language needs of students

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It is important to help students get the support they need in non-language related ways when needed. An example of this is during Ramadan. Students are fasting throughout the day all day at school. They may not want to be in the cafeteria during their lunch period when everyone else is eating. It is important to provide those studnets with an alternative place to go where they will not be around food.

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I have helped translate for interactions the school counselor has had with kids' families. During these meetings, I was able to translate for both the family and the counselor, making sure their points of view were well communicated. By doing this, the counselor has been able to set expectations and to help students perform better not only at school but at home.

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In the school I work in, some Spanish-speaking families are not fluent enough in English to understand or keep up conversations. In the Special Ed. Team, none of the teachers speak Spanish fluently, so during meetings to revise students' accommodations and plans, I function as an interpreter/translator between Spanish-speaking families and the Special Ed team. This has helped the school establish better communication with families and set expectations for kids regarding what to do at home and how parents can help when needed.

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I teach Spanish in a Middle School with a small Spanish HS community. I also co-teach a reading class with the 5th-grade teacher, and he doesn't speak Spanish. In this class, we have 3 HS students. Most of their family members speak English, but so as to make sure they can get all the important info sent by email, I have started to include the same info in Spanish for those families that do not understand English fully. This has helped us get families more involved in school activities.

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One of the things I love most about my school is that it is one of the most culturally diverse schools in the state. That diversity is something we truly celebrate and honor. In addition to recognizing Hispanic Heritage Month, Black History Month, and Asian American and Pacific Islander Heritage Month, we also organized our first Multicultural Festival last year. During this event, students are invited to represent any culture through food, performances, art, displays, and games. The goal is to bring our community together by celebrating diversity and highlighting the beauty of the many cultures that make up our student body.

VS

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I have always encouraged heritage and native speakers to take the S.T.A.M.P. test and work toward the Seal of Biliteracy because the Spanish they already know is valuable and deserves to be honored. At the beginning of the school year, my colleagues and I promoted it to the students who were not able to take the test before entering their freshman year, as well as to their parents during back-to-school night and the first PTO meeting of the year. These opportunities let students show their skills in reading, writing, listening, and speaking, move into higher-level courses, and in some cases skip beginner classes and earn 5 credits to use for another course. The Seal of Biliteracy also looks great on college and job applications. For our students, this is more than a test. It is recognition of their language, their identity, and their strengths.

VS

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One thing that is lacking in our area of the country is recognizing that the Hispanic American culture is alive and different from Mexican or other Latin American cultures. For me it is important to validate this for my heritage learners. There is a group called the "No Sabo Kids" I learned about a couple of years ago. It is a group of US born heritage Spanish speakers who are pushing back on being "excluded" as Spanish speakers because they don't do it "right."

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One thing that is lacking in our area of the country is recognizing that the Hispanic American culture is alive and different from Mexican or other Latin American cultures. For me it is important to validate this for my heritage learners. There is a group called the "No Sabo Kids" I learned about a couple of years ago. It is a group of US born heritage Spanish speakers who are pushing back on being "excluded" as Spanish speakers because they don't do it "right."

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We had a couple of newcomers from Peru who were very upbeat, charismatic, and agreeable. However, I noticed some of what they said did not match their actions. After researching their culture, I learned they will agree with and answer "Yes, of course!" to authority figures, even if the answer is "no." So simply asking if they understand or if they have any questions won't support them properly.

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We had a couple of newcomers from Peru who were very upbeat, charismatic, and agreeable. However, I noticed some of what they said did not match their actions. After researching their culture, I learned they will agree with and answer "Yes, of course!" to authority figures, even if the answer is "no." So simply asking if they understand or if they have any questions won't support them properly.

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Cultural advocacy through building committees

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Cultural advocacy through building committees

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I participate in the multicultural committee at my school where we work with parent volunteers to create cultural events at our school. This has been critical to normalizing the celebration of many cultural events throughout the year and allowing students from non dominant cultures to feel that they are a part of the community.

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In my classroom setting I focus on student shares where students can share a cultural tradition that is important to them with the class. Creating this type of environment where students can feel comfortable sharing is critical to building a community that embraces cultural differences and has led to better relationships among students and teacher to students as well.

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Establish a No Student Interpreters Protocol 

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Establish a No Student Interpreters Protocol 

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One of the most common traps that I've seen schools fall into is asking bilingual students to translate for their parents during complex meetings like IEPs, disciplinary hearings, or nurse visits. While it seems convenient, it can place a huge emotional and cognitive burden on the child, who often lacks the specialized vocabulary to translate legal or medical jargon. To avoid this problem we can advocate for a clear school policy that requires professional interpretation services for official school business. Educate colleagues on the power dynamic this creates and offer to help or vet official translation resources so the burden doesn't fall on the child.

Create Asset-Based "Linguistic Profiles"

When student support teams look at data for heritage and native speakers often what the student lacks in say, English vocabulary gaps, rather than the immense skills they possess. To add balance to these profiles we can work with student support teams to frame these student's skills as superpowers. Actively highlight student's ability to navigate multiple cultural worlds and their high level of auditory comprehension. By shifting the conversation from deficit mindset to an asset mindset, we encourage our colleagues to see these students as leaders rather kids who just needs to 'catch up'.

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My school is trying to become more culturally sensitive. I can let them know about holidays that heritage speakers might observe that will distract them from learning or cause them to miss school. I also need to educate classmates about the holidays.

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Two strategies that I have utilized in  my classroom as a culture mediator is the content scaffolding of using relevant topics in order to incorporate authentic material and advocating for native and heritage students to take the seal biliteracy test. When creating my lessons especially  in my classrooms that have many native and heritage students I aim to create my curriculum relevant by developing a lesson that leverages their language such as Spanish music, Spanish tv shows (El Chavo) and even watching the news about current events from Spanish countries helps validate their backgrounds.

Requiring my Spanish students to access their full potential in order to complete the lesson correctly.

As a mediator I have also made it my goal to recognize the levels of my native students and encourage them to take part in the seal biliteracy testing. Many of our students are placed in the wrong classroom, their actual levels surpassing that of the class they are in which in turn has affected our students academically and emotionally. By reminding them of their actual skills and the positive  outcome that comes from displaying their true knowledge of the language, students find the courage to take the test. We have had students placed in a Spanish 1 classroom who can apply all four domains of the language. This in turn has allowed boredom to replace the desire to speak their own language and distractions taking the place of learning. It is amazing to see the results  of the test! Results that tell our native/ heritage students  to have pride and to celebrate the fact that they get to tell the world that they are fluent in two languages.

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Advocate for Appropriate Academic Expectations

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Advocate for Appropriate Academic Expectations

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I advocate by ensuring that heritage and native speakers are not placed under unrealistic expectations or assumed to be “experts” in all language domains. If a student is being graded unfairly or expected to translate for peers consistently, I can step in to suggest more appropriate supports or differentiated tasks. This includes encouraging teachers to use scaffolds rather than relying on students as informal interpreters. This protects students from unnecessary pressure while still honoring their skills.

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Use Strength-Based Language When Translating or Explaining Students to Staff

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Use Strength-Based Language When Translating or Explaining Students to Staff

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One key advocacy strategy is to consistently frame students’ bilingual or bicultural identities as assets rather than deficits when communicating with colleagues. When acting as a mediator between students and staff, I intentionally highlight what students can do in both languages instead of focusing on what they are missing. For example, instead of saying “they struggle with English,” I might say, “they are developing academic English while already demonstrating strong communication skills in Spanish at home.” This shifts the narrative toward growth and helps colleagues better understand heritage and multilingual learners. Over time, this builds a more inclusive school culture where students’ identities are valued.

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Student Advocacy as a Cultural Mediator:

1. Educate Colleagues About Cultural Norms – Explain behaviors, communication styles, or family expectations that may differ from mainstream norms (e.g., avoiding eye contact as a sign of respect). This helps reduce misunderstandings and creates a more inclusive environment.

2. Serve as a Language Bridge – Support students and families in situations with language barriers, like parent-teacher conferences or school communications. Translating or summarizing ensures families are informed and students feel supported.

3. Advocate for Appropriate Placement & Curriculum – Use your knowledge of students’ heritage language skills to recommend courses, differentiated assignments, or advanced classes, ensuring students are challenged and their skills valued.

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As a Spanish teacher that is a non-native speaker I feel that it is especially important to validate the language and culture of all of my heritage learners and native speakers. Just because the textbook uses a vocabulary word or phrase doesn't mean that it is the only acceptable way to say something. Recognizing and sharing with all students how the Spanish language and Hispanic culture differs from country to country is essential to representing all Spanish-speaking countries. Asking native speakers and heritage learners to share vocabulary, phrases, slang, and unique cultural experiences with their classmates is a way to honor their culture and allow them to be a leader in the classroom.

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Some of the strategies I have used to advocate for students with time are simple but very helpful. For instance, talking with other teachers that teach the hispanic or native speaker students and helping them understand that these students are learning English and for many of them it is their second language and that it takes extra or longer time for them to understand simple things or perform tasks like reading a passage than other students. Making the teachers conscious about this changes the chances of success of the students. Understanding that for many of these students, reading is not a habit for them in their home countries/cultures, therefore the skill itself might not be at the same level as it would be expected to be. I have also served as translator for many of the students parents so that they can communicate things to the teachers that they cannot because of the language barrier.

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This is an excellent idea to implement into my school. I love how it is an opportunity for parents and families to connect with the school in a meaningful and less stressful way. Thank you for sharing this and your ideas about the Latinx Club!

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One way that I have served as a "cultural mediator" has been by providing linguistic support at conferences. At my previous school, I taught all students in grades 9-10 and about 25% of the parents spoken Spanish more confidently than English. Although many parents could understand when the teachers spoke in English (or get the gist), being their to provide translation when necessary and speak to them in the language they were more confident in helped them to open up about their children and feel supported and more connected to the conversation. It created more meaningful conversations and a allowed parents to open up about any questions or needs they had. Additionally, as someone that is more sensitive and aware of the cultural differences that exist, I could provide a different perspective and a bridge between teachers and parents if a conflict or misunderstanding arose.

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In order to be a champion of language for my students and the community, there are a number of things I can do. One thing that I can do is make an effort to integrate myself into some of the cultural practices of my students. This could be as simple as visiting a local restaurant where members of my students' families work, and trying the food, or visiting a community even that they participate in. Another strategy I can use/do is to promote the seal of biliteracy. There has been a great push in our state to get students involved in this. I think it is great for academics, as well as for inclusion.

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Validating students' rich language experience

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Validating students' rich language experience

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As a level 4 and 5 French teacher, I often get requests to write recommendation letters and act as a reference. Occasionally students will ask me to look at their application materials or give them feedback on their essays. When I was reviewing the resume of one of my students from Guinee, I noticed that under language skills he only had French and English. I knew that he spoke Pulaar or Fulani at home, so I asked him why he hadn't listed it. He told me he didn't think he would use in in college or at his job, and it wasn't a relevant skill for computer science and engineering. I tried to convey that his resume was for highlighting his experience and accomplishments, and showing what made him different. I knew that his language was so much of who he was, and I think he was proud of it. I wanted him to see that just because he might not come across many people who used the language too, it was still an incredible asset. His three languages were three ways of relating to the world, and also represented so many connections in his brain. Engineering programs would recognize that multiple languages meant he could approach problems from a variety of angles. The fact that it wasn't a commonly spoken language in the US didn't take away from it's value or his life experience.

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I was called on by guidance to translate a student's report card from their home country where they had attended a year and a half of high school. They needed a translation for college and scholarship applications. It was an interesting assignment that involved not only translating the words on the document, but also trying to give a sense of a different grading system and the expectations there might be. There was a much wider range of acceptable grades, and a tendency not to give the highest grade. I had to explain that it didn't mean the student's work was mediocre.

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In my heritage classes, I always have students from many different parts of Latin America. Hispanics are not all the same; there are important differences in food, music, geography, and vocabulary across countries. One activity I do at the beginning of the year is to take the word “frijoles” and ask students what it is called in their country. This helps students understand that Spanish is not just “Mexican” (especially since many of my students are Mexican). Throughout the rest of the year, we discuss both the things that unite us and the differences that make each culture unique. It’s rewarding to see students recognize and appreciate both the similarities and distinctions among their countries.

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I currently have a family that had a very rough travel from Haiti, through Brazil and Mexico, and ultimately ended up in Massachusetts. This family rarely replies to messages and the student is worried about his family being "taken away." His mother never asked for help because she was afraid. For Christmas, our EL teacher and I sought out any and all resources and were able to provide the family with a meal, new clothes for him and his sister, and a few toys.

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I have a newcomer student who is reluctant to speak during whole-group class discussions. She has trouble pronouncing words in English but has wonderful thoughts and ideas. When it is her turn to share, I provide her time to write their thoughts first and then I share out for her.

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One successful strategy I’ve used as a cultural mediator in my middle school health classroom is creating a “Healthy Habits Showcase” where students share health practices from their families or cultures. Heritage or native speakers often have knowledge of traditional foods, exercises, or wellness routines that are new to their peers. By giving students the chance to present their habits using sentence stems and visuals, they gain confidence, feel valued, and practice advocacy skills. I’ve found that this activity not only helps students articulate their own experiences but also encourages peers to learn from diverse perspectives. It’s a small change that has a big impact on engagement and cultural appreciation in the classroom.

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I had a student many years ago who was 1 of four. I tried multiple times to make contact (meet the teacher, PT conferences, messages about random school things, etc.) and mom would never reply. I was told by the bus drivers that the girl would always fall asleep on the bus in the mornings and it was hard to wake her up when she got to school to get her off the bus. It usually took a para or admin to wake her up and her in the room. It wasn't until I learned that dad had recently been deported and mom was all alone working multiple jobs to provide for four kids that I knew the reason for all of this. I became their biggest advocate and spoke with our admin and family liason on ways we can support the mom and family. Eventually, we were able to supply them with clothing, Walmart gift cards, gifts cards for gas etc. This really made a difference in my student too because mom had no idea the kids were going to bed late as she was at work and had the older high school kids taking care of the home. My student eventually started to go to bed on time and thus her school performance also went up.

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By learning about the school systems in the native speakers’ home countries and comparing them with the educational system in this country, we can foster respect among students for the sacrifices that many students face. In Spanish-speaking countries, especially in rural schools, students have limit access of education. When a native speaker shares what school is like in their country, we learn about their culture and develop greater appreciation. This helps us become more tolerant and understanding, without judging them.

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We must understand that tolerance and understanding are necessary in schools, and that some words have multiple meanings from country to country even when the same language is spoken. An example of this is that luche in Chile means mundo in Peru, and in the Dominican Republic it is called trucámelo. By learning about people’s ways of life, we can better understand them and their behavior. Recognizing their culture and integrating it into society is necessary in order to learn how to live together as a community.

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During AAPI Month in 2025, some colleagues and I organized a cultural fair by inviting families and students from a wide range of cultural backgrounds (including, but not limited to, AAPI communities) to share highlighted aspects of their cultures. Participants brought hands-on activities, storytelling, and cultural foods to engage with the entire school community. Through this event, we learned how diverse and rich our school community truly is. It also allowed us to learn about many different cultures and helped many MLL students feel seen, valued, and proud of their heritage.

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I like to involve MLL students by inviting them to share and teach aspects of their cultures and languages in class. When we are learning short or basic phrases, I ask one of the MLL students to show us how those phrases are said in their home language and, during transitions, to introduce them to their homeroom teachers. This helps highlight the cultural and language assets that our students bring with them.

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Educators can act as advocates by identifying student needs and helping connect them to academic, social, or emotional supports within the school. This might include recommending language services, counseling, or enrichment opportunities while explaining the student’s cultural and linguistic background to ensure appropriate support is provided

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Educators can act as advocates by identifying student needs and helping connect them to academic, social, or emotional supports within the school. This might include recommending language services, counseling, or enrichment opportunities while explaining the student’s cultural and linguistic background to ensure appropriate support is provided

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Using Students’ Funds of Knowledge to Advocate and Educate Others

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Using Students’ Funds of Knowledge to Advocate and Educate Others

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Another strategy I use is intentionally highlighting students’ funds of knowledge to educate colleagues and administrators. I create opportunities for students to share regional language, cultural traditions, and lived experiences, which helps others see their strengths beyond test scores or grades. I also use myself as an example, explaining how language learning and cultural navigation are complex and ongoing processes. When working with newcomers or heritage students who may not share a language with classmates, I focus on building community through visuals, routines, and culturally responsive practices. I help colleagues understand that cultural cues, such as eye contact, participation styles, or family involvement, vary widely and should not be misinterpreted as disengagement. By elevating students’ identities and experiences, I support a school culture that values multilingualism and empowers students to advocate for themselves.

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Challenging Stereotypes and Resetting Expectations for Heritage and Native Speakers

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Challenging Stereotypes and Resetting Expectations for Heritage and Native Speakers

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One of the most important ways I serve as a cultural mediator is by actively challenging stereotypes about heritage and native speakers. When colleagues assume that these students should automatically excel in Spanish classes, I explain the difference between social language and academic literacy. I remind them that many heritage speakers have never been taught how to read or write formally in their home language, even though they may speak it fluently. I often share concrete examples from my classroom to illustrate how a student can be highly articulate orally but still need explicit instruction in grammar or academic writing. With administrators, I advocate for realistic expectations by framing bilingualism as an asset that requires intentional instructional support. These conversations help shift thinking away from deficit labels like “lazy” and toward more equitable and informed practices.

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I encourage heritage and advanced students to mentor new students who are arriving from other countries. It gives them a chance to help others while being exposed to different cultures. What students share and learn through these interactions is incredible and it’s something we simply can’t teach.

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Heritage speakers sometimes feel like the language they speak at home doesn’t really “count” because it’s different from what’s taught in school. I make a point to show them that their home language is real, valid, and valuable. When I come across vocabulary that’s commonly used in other French-speaking countries, I add it to my lessons and share it with the whole class. I also encourage students to speak up if they use a word or expression differently, framing it as helping me improve my teaching. This way, students feel included in the curriculum and recognized as an asset to the classroom rather than an exception.

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I teach ASL at a high school where there are a few Deaf students. Because of this role, I am an advocate of the Deaf community as well. There are many misunderstandings that hearing people have towards the Deaf community. One, is that all Deaf people read lips- this is incorrect. If you want to communicate, there are other ways to do so like a pen and paper, or even better learn basic ASL! Also, advocating for a Deaf student to called Deaf and not hearing impaired has something I had to advocate as well. It is inevitable that language and culture are deeply connected therefore making us cultural mediators!

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My young students often tend to be concrete thinkers. When sharing with them that words can have more than one meaning or there can be more than one word to describe the same thing it is really enlightening for them and helps them to develop flexible thinking skills. Coche and carro might seem like the same thing to a L2 learner but are extremely different to a NS/HS depending on the country of origin. Naranja and anaranjado or marron and cafe...

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I am a non-native Spanish speaker who is not 100% fluent. I learned Spanish starting in middle school and continue my journey to this day as an elementary WL teacher. I am excited when a native speaker shares language comparisons across languages or within their own language. It is SO important to create a safe learning environment where mistakes are made and learned from, and where children feel comfortable asking the questions - the big questions about language and culture and the subtle ones.

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My school community has grown tremendously diverse over the years. Various cultural holidays are celebrated within our diverse community. One way to acknowledge and celebrate is to give students the opportunities to be the expert and share their culture and celebrations to the class. I always share my cultural celebrations during Lunar New Year, where lots of students get very excited to share about how they celebrate or how their cultures overlap. Other staff members of the schools are welcome to share and have as many representatives of cultures in our community.

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A great way to advocate for World Language Learners is to check in with their teachers often. I meet with my students teachers at least once a month to see how the students are doing in their general education courses. I always make sure they are doing ok and also check to see if the teacher needs any help with differentiating activities. I also help translate parent communication if neded.

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A great way to advocate for our World Language Learners is to sign them up for a mentoring program at your school, if they have one. My school calls it HUGS mentors and students get paired with a teacher that spends time with that students that they are paired with. The teacher checks in on that student or eats lunch with them or leaves them nice motivating notes. This can be great for language learners because sometimes they need a little extra support.

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The teachers in the World Language Department take on many different roles for heritage and native speakers. I agree with so many of the posts made here regarding the support we provide to our students. We serve as confidants, counselors and liaisons to other faculty members. Our classrooms serve as safe spaces during lunch and free periods. We are asked to help office staff translate on the phone or in meetings. Our district has tried to be inclusive by sending all communications in both English and Spanish. They also host meetings throughout the year for our Multilanguage Learners and their families during which important information is discussed. They also hand out the required school supplies to families who cannot afford to purchase. ESL teacher helps students fill out important forms for free and reduced lunch, legal paperwork, make doctor appointments

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The Seal of Biliteracy Exam gives our dual/multilingual students the opportunity to demonstrate their abilities in their native languages or languages they have studied in school. Having an emblem on your high diploma indicating that you are biliterate highlights a certain ability that not everyone has, which is to read, write and speak in a different language. We as a department, encourage all of our students to take this test and inform students that they can take it in more than one language. As a teacher of lower level Spanish classes, I always try to inform my students during their freshmen and sophomore years that this is an option for them during their junior year. I also tell students who speak languages other than the ones offered in our school, that they can take the test in their heritage language in addition to the language they are learning at school.

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It is vital t support students in leading cultural clubs, awareness campaigns, or service projects.

Mentor them in advocacy skills—public speaking, negotiation, and organizing.

Encourage them to take initiative in shaping school culture.

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I believe it is important to create safe spaces (forums, clubs, or classroom discussions) where students can share their cultural experiences and perspectives.

Encourage storytelling, art, or peer-led presentations to highlight diverse identities.

Advocate for student representation in decision-making bodies (student councils, curriculum committees)

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Modeling Language Learning as a Lifelong Endeavor

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Modeling Language Learning as a Lifelong Endeavor

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As a non-heritage teacher of Japanese, I like to model for students that I too am on an ongoing language learning journey. I share and am vulnerable with my students to create a safe and mistake-friendly learning environment for all. We do a lot of discussion about learning and pedagogy so students understand why we do the activities that we do. I also have them to self-reflections after assessments, and we use the Ohio rubrics/ACTFL can-do statements, so they can track their growth in the language. I think students often enter the class thinking that someone is either "fluent" in a language or "not fluent." I feel that it is important to disrupt this binary mindset. I share about my own language learning journey to help them understand the nuances and complexities of "fluency" and help them to understand the it is truly a social construct. I think it helps to decrease the stigma some heritage students feel for not being "fluent enough" in the language. I've talked about living in Japan and going to the dentist for the first time or renting a car for the first time. Both experiences involved language I was not familiar with because I'd simply never been exposed to dental terminology! It helps them to understand their own goals, as well. Do they want to be able to take a physics class in the language? Probably not. What ARE their goals? Generally, they are closer to reality and achievable (i.e. talk to grandma without the use of Google translate, watch Japanese media without subtitles, etc).

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I try to incorporate as much culture into my language classes as possible. When I have heritage or native speakers, I will often reference holidays, traditions, beliefs, food, or other cultural artifacts/traditions and have them share out (if they are comfortable) their own personal experience with those things. For example, in Japan, they celebrate a holiday called Obon, which is similar to Dia De Muertos. We do a reading about this cultural tradition in class. I ask heritage students to share out how their family celebrates. It is helpful because it allows them to be the "expert" on the topic, it acknowledges their culture, it leaves room for others in class to make cultural comparisons and connections, and it helps the class learn that people are not a monolith. The way the student in class celebrates may be different from how the holiday is presented in the article.

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Advocating for Spanish for Heritage Speakers Classes

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Advocating for Spanish for Heritage Speakers Classes

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My school has the population to have an entire class (or even two) dedicated to heritage and native speakers, and we believe that when this is the case, a heritage class should be offered to those students.They have self contained bilingual classes at the elementary level, but at the middle school level, there is only a social studies class. The past few years, the administration has tried to just sprinkle them throughout the regular Spanish classes, which solely depends on the teacher making the effort to meet their needs as a heritage or native speaker. There was no formal process or system. Admin would claim they will make a heritage course for them, forget, and then there is a rush to get these students in some kind of course. We determined as a team that we needed to be proactive in getting these students in a dedicated heritage and native speakers Spanish language arts class. We decided to push for meetings with both school and district administration to implement a heritage class and allocate time for teachers to develop the curriculum.

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Breaking Down Misconceptions About Hispanic Influence in the U.S. 

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Breaking Down Misconceptions About Hispanic Influence in the U.S. 

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I feel one of my roles is to break down misconceptions about the role of Spanish in U.S. history and culture, and for this reason, during Hispanic Heritage month, we focus on Spanish and Hispanic in our country. While the town I teach in has a decent sized Hispanic population of about 12% (enough to warrant bilingual classrooms), most of my world language students would be considered white, middle to upper middle class, and many of them are unfamiliar with the Hispanic community even in their own town. One game I play with them involves guessing the numbers or percentages related to Spanish in America such as how many Hispanics are in the US, the percentage of Hispanic in Illinois or its ranking in the top states with Hispanic populations. The students learn that the US is the country with the second highest Spanish speaking population in the world-even more than Spain! We also focus on Hispanic people who have shaped or are currently part of shaping US culture.  For instance, with the recent tensions about Bad Bunny performing the Super Bowl Half time show, I felt a need to teach the students more about him, as many students erroneously believed he did not even speak English, nor did they even know that Puerto Rico is a territory of the US. I began class by showing him in a funny skit from SNL (not only speaking English, but learning he can act, too), and then we did a lot of reading about his charity efforts in Puerto Rico. It led to discussions about how Puerto Ricans are actually US citizens with US passports, and learning about Puerto Rican influences in both New York and Chicago (we are in the Chicago suburbs). Now-the students want to listen to Bad Bunny every week, and watch clips of him acting.