2. I allow my students to speak in all of their languages in order to get their point across. If a student needs to move back and forth between one language to another, I do my best to honor that and figure out what it is they need.

Strategy 2: Share your knowledge and Reframe language

As teachers who have an awareness of the importance of advocating for and with our linguistically diverse (I like to say linguistically gifted) students, we can teach our peers. Whether you have a platform that is large, like offering professional development workshops or sessions or small- like just modeling positive language in the teacher’s lounge, the power of advocacy can go far. One of the smallest ways I have found to advocate for kids is by using the language “yes, and” rather than “yes, but.” For example, if a teacher mentions that a student’s family “only” speaks their native language and contacting them is too challenging, I might respond with “Yes, it is challenging AND we are so lucky to have ___ and ___ resources to help us.” Reframing language can be a very powerful strategy.

Speaking of the sense of honor, we should seek places for heritage/native speakers to continue practicing the culture awareness throughout their school life. https://www.classk12.org/en/nchs/english-version National Chinese Honor Society is one of the platform for Chinese language students and heritage/native speakers. They should learn that knowing the language is only half of the whole picture of understanding the traditional culture. Also, understanding the culture and continuing practicing is equally important.

Another way in which I try to serve as a cultural mediator is by going out of my way to meet and communicate with ELL students (of Spanish speaking origin) that are not necessarily my students. I do this in hopes that they will feel that they have other members in the community that they can connect with even if they aren't their classroom teachers. Every student should have at least one trusted adult in the building and ELL students are no exception to that relationship building mentality!

Another thing we have is the multicultural club. We still have to work more on this as we don't have a big group of students as they think is only for Spanish speaking students. We would like the club to do better next year and inlcude everyone from different cultures.

Another thing is, by promoting our new added celebration for our secondary level students when they are heading to high school. Our district has implemented a LatinX graduation for dual language 8th graders. This celebration had latin music, activities, games, and food. I helped promote this event by sharing flyers with families in my classroom that had siblings in that grade leve. We are excited that this will become a new tradition!

Another strategy I use with district associates/paraeducators, is to provide mini-in-services to provide them the necessary information to best teach/communicate with new students/families.

An important aspect of being a teacher as a cultural mediator is to encourage collaboration with cultural organizations and community leaders to enhance the impact of their initiatives in the  school setting. I am fortunate that there are organizations and community leaders around my school that assist immigrants and their families. To promote their initiatives at my school, I have invited guest speakers to give talks and present their programs. Some family members have come to my class to share some important aspects of their heritage.

Advocating for this course took a lot of explaining - both to admin and other departments (who have to vote to approve new course offerings) - the need for a non-L2 Spanish curriculum. The differences in instructional practices and needs of the student in an L2 course vs. a heritage course seem obvious to a language teacher, but we had to attend several meetings to detail how very different they are.

(Littleton High School graduating students may be eligible to receive a Seal of Biliteracy. The Seal of Biliteracy is an award given by the Commonwealth of Massachusetts in recognition of students who have demonstrated a designated level of proficiency in English and an additional language by high school graduation. The criteria are 1) a rating of Intermediate-High or above on the ACTFL Assessment of Performance toward Proficiency in Languages, and 2) a score of Proficient or above on the high school ELA MCAS. Students fluent in a language not taken at school may qualify based on an alternate assessment and should contact the World Languages Curriculum Coordinator. We encourage all students to continue their study of language)

It's important to take inventory of each family's preference too. Perhaps they prefer email so they can easily translate it to their preferred language.

Strategy : Share tips for serving as a student's cultural mediator.

An important aspect of being a teacher as a cultural mediator is to encourage collaboration with cultural organizations and community leaders to enhance the impact of their initiatives in the  school setting. I am fortunate that there are organizations and community leaders around my school that assist immigrants and their families. To promote their initiatives at my school, I have invited guest speakers to give talks and present their programs. Some family members have come to my class to share some important aspects of their heritage.

Strategy #2 - Empower students to advocate for themselves respectfully.

Teaching students to understand their rights and become advocates is crucial in a heritage learners class. By discussin Cesar Chavez and Dolores Huerta, students can learn about advocacy and the significance of knowing their rights. This lesson also allows for teaching public speaking and negotiation skills. To enhance this learning experience, I invite community advocates to motivate students to feel empowered to seek  for school leadership positions, start clubs, and ultimately become effective advocates in their communities.

One strategy that resonates with me is helping students understand the different dialects of the Spanish language. As the writer in the Padlet says, a word can have different meanings in different countries. It is important to develop awareness of the richness of the language and the subtleties of words to appreciate its richness and intricacies. A Colombian group called Inténtalo Carito wrote a very interesting song that addresses this issue - “Qué difícil que es hablar el español”

https://www.youtube.com/watch?v=Xyp7xt-ygy0

Another way to advocate for heritage and native students is by simply learning more about their cultural backgrounds and making an effort to learn about my students' lives outside of school. This may include conversations about their favorite sports, movies, music, etc, and what they generally do on the weekends. Then I would surprise them when I make reference to them by using their names in class activities or on test questions. I often see the smiles on their faces when they see their names on the board or on test papers, and I believe it helps them feel like they "matter" and the belong in the learning space.

Also, I collaborate with one of the ESL teachers at my school to share strategies that can support our heritage/ESL/ELLs.

In addition, I will usually pair native or heritage speakers with non-native speakers in class so that they can help each other out.

1. Our High-School makes it a point to be a safe space for everyone. We have a lot of cultural clubs and create opportunities for students and staff to celebrate their identities. For example, the school has an international day to promote all the cultures present at school through a communal celebration with dances, food, music and cultural artifacts. The school also highlights heritage months with decorations and information in the hallways to educate students. In my classroom, I like to give students the opportunity to share about their culture informally through anecdotes and sideways and also formally through projects. This helps create community in the classroom and show students that they are valued for who they are.

2. I act as a cultural mediator helping French speaking ELL students by checking in with them occasionally in the ELL center. Each year we typically have a few students from French speaking countries (Haiti, Morocco, Congo) enter our school district. It is a big transition for these students as they learn the language and get acclimated to a new culture in and outside of school. These students crave any interaction in French during the school day because most of their day is spent using English at school. Anytime I volunteer my time in the ELL center, French speaking students come talk to me about their days. They often have questions that they direct at me because they trust me and probably feel that they can’t communicate about their feelings or concerns as well in English. With so many unknown things that these students are facing, it is rewarding for me to be there for them.

To help our teachers better understand our students and the need to provide language accommodations, we led a PD in which teachers were placed in a learning setting where they were only taught in Spanish (a mock Spanish class). They were expected to follow along and participate in Spanish. They were given some stems and visuals. The idea was to have them feel what some of our EL students feel when they are in their classes (and, honestly, live a little in the uncomfortableness). Afterwards, they reflected on how they felt during the lesson (the good and the bad) and what parts of the lesson helped them feel more successful. Teachers were given time to look at their lesson for the next day and think about what they could do to make their activities accessible for all.

In this same workshop, we showed a video about a student who lives in California without his family, goes to work right after school, and rests about three hours before going back to school. This helped teachers understand what life is like outside of school for some of our students.

Representation matters! When I was a student, it was difficult to find teachers and students that looked like me in my classes. Spanish class was the only exception. There, I felt seen and could connect with the material that was presented to me. This is why I became a Spanish teacher. I often wonder, however, how my path would have changed if I had felt that way in my other classes. In the last module we learned about how students should be presented with examples of powerful thinkers from all over the world so that students can see that quality is not just in western literature. And so, I would encourage teachers to look for those opportunities to present students with powerful thinkers. Spanish class should not be the only class where a student feels seen. They should see themselves represented in literature, history, science, and math. Even in Physical Education, we can bring in examples of olympians from around the world. The opportunities are there, we just need to make time for them. In my classes, I will continue talking about these powerful thinkers.

Every year I talk about the difference between Mexican, Spanish and other cultures. Many still have the assumption that all Spanish speakers are either Mexican or Spanish. This includes the language, foods, celebrations and more.

I also have conversations about heritage speakers not usually being masters of the language. They can be great resources at times, but need to still be treated as language learners.

One of the strategies that I use as a cultural mediator is to communicate with families about events and opportunities in our school and community. Sometimes the information is send home only in English or the translations are made by an online translator. When that happened families do not have the information needed. Also, when students share some of their struggles I research and try to connect them with the best organization to help the family. A couple of years ago during a student shared that her mom, who was a lawyer in Cuba, was offered a team leading position in a warehouse that she worked but she did not pass the interview because she didn't know enough English. I immediately connected with our school office for college and careers and asked them to meet with the family. The program helped the family to find an English class for adults. Last year I saw the student and she told me that her mother was taking night classes to become a paralegal. Sometimes, families just need an ally that will know where to find the resources that they need.

The event concluded with a reflection session where students discussed their experiences, allowing them to express pride in their cultural identity and understand the perspectives of others.

One strategy I use at my school to promote student advocacy is the Seal of Biliteracy. Others have mentioned it, but until I actually was in a school that promotes it, I did not understand how much Heritage and Native speakers embraced it. Students may be learning a second language, but for them, it is important to their cultural identity to be able to take the Seal of Biliteracy in their native language and be recognized for their achievements. We hold a ceremony each spring to recognize these students. It is an important aspect of our World Language Department.

A second strategy is our Cultural Fair which allows Heritage and Native Speakers to share food, music, clothing and other items from their country. It is an educational opportunity for cultural awareness for students to learn about their classmates and to learn about other countries. It also allows the opportunity for students to be able to share an insight into their backgrounds with their classmates and teachers.

This anecdote highlights World Language teachers' need to help students see how vast and diverse the world is. Teachers should work hard to dispel the belief that all people who speak the target language are the same. It is therefore important to to highlight culture from all countries or regions where a language is spoken, regardless of whether there are heritage students in the classroom or not. Even if a language is spoken in only one country, students should be able to experience in their World Language class how people and cultural practices vary from one region to another within that country.

If teachers are fortunate enough to have heritage speakers in their classes, they should invite these students to share their culture as much as they are comfortable doing. If the students are not comfortable sharing, teachers can structure lessons so that the rest of the students explore the heritage speakers' culture as part of the class content.

As a World Language teacher, I also lead students in Mandarin class on a trip to China 

during April break to immerse in the language, as well as to search for native land for the heritage students. I encourage heritage students to host a Chinese New Year food festival. We invite families, other heritage students, and community leaders to join us for the celebrations. 

Additionally, the Seal of Biliteracy initiative encourages my students to take the STAMP test, allowing them to be recognized for their bilingual skills and cultural heritage. These strategies exemplify how World Language teachers advocate for their students while enriching their overall educational experience in our high school.

- RH

Another strategy is to join or create a type of cultural committee. At my school, I am part of the Hispanic Heritage Committee. We work together throughout the school year to honor and represent Hispanic Heritage and advocate for Hispanic students when necessary. During Hispanic Heritage Month, we host a festival with different stations for all students to explore different traditions and aspects of the culture. This not only creates a welcoming community for Hispanic students, but also promotes inclusion and tolerance within the school environment.

During African American Heritage Month, we set up “Afro Latinos” learning stations in an open learning area. All invited classes complete a task by scanning a QR Code. We strive to make our selection of Afro Latinos as diverse as possible in terms of backgrounds and career paths.

OMP

When we read stories with meaningful messages, I share popular sayings from the target language. Sometimes, a few students share similar sayings they have heard from family members or connect the message to advice they’ve been given.

OMP

The post “Multicultural Festival” gave me the idea to propose an event where upperclassmen can set up stations in the gym to teach other students traditional dances. To engage other students and increase the event’s popularity, it can be organized as a challenge, where students can challenge their peers, teachers, or administrators to perform a dance. This event would not only be enjoyable but also foster a closer-knit, diverse student community and encourage essential human interaction.

OMP

Another strategy I feel is important is sharing with my students that I am also a heritage speaker. My parents are both from Sicily; my dad moved here when he was 21 and my mom moved here when she was 9. It's important for native and heritage speakers see that being multilingual is not a limitation -- it's an asset.

To help these students feel proud and connected to their heritage, I make sure to include cultural elements in my language classes. Along with teaching the language, I have them do activities like holiday celebrations, Chinese calligraphy, and paper cutting, which give students experience with their culture.

Outside of the classroom, the Chinese Club offers a space where students can meet others who share similar cultural backgrounds. This club is a place for them to make friends, celebrate traditions, and feel more comfortable expressing who they are. Many students have told me how the club has helped them gain confidence in both their language skills and their cultural identity.

By combining language learning with cultural activities and providing a good community, I’ve seen firsthand how this approach helps students feel valued and more confident in their identity.

I would love to start having cultural workshops for the teachers and staff at my school: I would organize short workshops or staff meetings where teachers can share experiences and insights from their cultural backgrounds. This would create space for learning and appreciation, and help teachers understand different perspectives and teaching styles. Also, allowing our L students come in to those meetings to share some of their language, background and culture so that we can all be aware and more mindful of that student in our classrooms

Strategy 1: Speaking Up

The first strategy is speaking up and advocating for your students. If you are aware of your students' cultural differences and see the need to share with your colleagues to prevent harm, that is very important. A recent incident I had was with a co-teacher. A student was not following his directions of putting away a toy he brought to class. This student is a newcomer and did not understand English very well. He also has interrupted schooling, so may not have been in a school setting many times. My co-teacher saw that the student didn't respond to his instruction to put his toy away, and proceeded to repeat what he said verbatim by shouting. In the moment I said for him and the student to hear that he does not speak English so he can not understand. Then I translated for the student and he put the toy away. Later on I brought it up lightly and mentioned that if he didn't go to school much before, he might not realize that school isn't the place for toys. The co teacher was receptive.

Strategy 2: Collaborating and sharing resources

As an upper elementary ML teacher I collaborate a lot with co-teachers from all content areas, including translating materials. Is it okay to give MLs translated materials? I always say it depends. If the goal is to be able to talk about and write about a text in English, they may need help accessing the text in their home language (but we still don't want to translate everything for the MLs). There have been instances where teachers have printed out translated materials for a newcomer on his first day without understanding the student's background (he might speak Spanish, but that doesn't mean he can read in Spanish). Supporting MLs through trans-languaging is very tricky, so I always try to take time to have those conversations about what works best for the individual student.

In our middle school, we celebrate our community and come together as one at the Cultural Heritage Night. Here we celebrate our students and their families’ diverse cultural backgrounds within our community. The celebration features traditional music, dance, dishes, and clothing. In addition, there is a school spirit week of themed days such as “represent your country flag day, traditional garments day, etc”. We also have students volunteering to share cultural quotes or facts during morning announcements. These events foster empathy, understanding, and respect for diverse cultures. They also help students feel a sense of belonging and pride in their own cultural heritage.

Seal of Biliteracy

Our district awards the State Seal of Biliteracy which recognizes high school graduates who attain high functional and academic levels of proficiency in English and a world language. This seal helps students recognize the value of their academic success and see the tangible benefits of being bilingual. It makes studying world languages and learning about diverse cultures more relevant and motivating. The Seal of Biliteracy appears on the transcript or diploma of the graduating senior. It is a statement of accomplishment for future college admissions and employment. It is very important for world language students and world languages teachers as well. World languages can be overshadowed by other core subjects and this award makes the process of learning languages more relevant and important for our students and teachers. 

For ease of access, I often just connected with our moderate/intense special ed instructors to borrow some of their PECS images. (https://nationalautismresources.com/the-picture-exchange-communication-system-pecs/?srsltid=AfmBOooBWiV3Glemo2u7OSrKmdgSn7kyg15rwANE-fYXDjQ7BDZ95ogu)

Another strategy is modeling inclusive language and practices for colleagues. I take time to explain cultural nuances (like differences in eye contact norms or family involvement) to help staff better understand behaviors that may be misinterpreted. I've found that when we reframe a behavior through a cultural lens, teachers become more empathetic and responsive.

Ultimately, these efforts help challenge stereotypes and encourage more realistic expectations for heritage and native speakers, while also building a more supportive and informed school culture.

This post inspired me to think about ways I can create more opportunities for my students who are heritage speakers to share their language and culture in the classroom. For example, I could include student-led read-alouds in their home language, cultural show-and-tell days, or invite families to share traditions. These small efforts help students feel seen, valued, and empowered to take pride in their identities, even from a young age.

Impact:

• Builds student confidence and identity

• Encourages classmates and teachers to better understand diverse cultural norms

• Helps dismantle stereotypes through student voice

Description: Establish a peer ambassador program where bilingual or bicultural students serve as buddies for new arrivals. These ambassadors help students navigate the school, translate basic information, and introduce classroom routines. They also model leadership and serve as bridges between school staff and multilingual families.

Impact:

• Supports newcomer transition and social-emotional needs

• Builds advocacy and leadership in heritage/native speakers

• Enhances classroom unity and peer connection

A second strategy we have is the Puentes program. Students in our heritage classes are paired up with an adult mentor in the building. They meet weekly with their mentor during their study hall. They work on things like study strategies, college and post high school planning, etc. Once one of the teachers even taught his student how to ride a bike after learning that he didn't know how. This is a phenomenal program because often these students parents are not familiar with the educational system in the US and teachers can help ensure that these students know how to navigate everything.

I also really appreciate your initiative to start a Latino Student Union. That kind of club can be transformative for building a sense of identity, pride, and connection. It sounds like you're not only addressing academic placement, but also supporting students holistically by promoting leadership, cultural awareness, and peer mentoring. These kinds of safe, affirming spaces are critical for student success, and I think your plan will have a long-lasting impact on your school community.

2. I come from a multicultural background (non-Spanish speaking) and am first generation. I find myself as a cultural mediator for many families both Spanish speaking and English speaking. I use myself as an example, as like many of my students, my sibling and I had to navigate schooling without our parents really understanding much of what the system is like. One of the biggest ways I encourage my students is to make sure their parents contact the school, counselors, admin, when they have a concern. Too many times I see my first gen students not receiving the support, counseling, etc. simply because their parents might not know that they have a voice in their child’s education and they do not need to accept it as what it is. Helping these families feel that they have a say and rights in the schooling of their children is very important to me so that there is more equity .

For the second strategy ( Story Circles/ Identity Mapping), I create a structured space where students share personal stories, values, or cultural artifacts. Then, students in small groups create visual identity maps, share stories about traditions, challenges, etc. students are taught to respond questions with appreciation not with judgment or correction. This strategy has benefits like build a classroom culture of respect and advocacy. Also, it encourages students to stand up for and with others, based on shared understanding.

Purpose:
To affirm students’ identities and make their learning more accessible by allowing the use of their home language for expression, clarification, or reflection.

How It Works:
Act as a bridge between home and school cultures by encouraging students to use their first language during specific learning tasks (e.g., brainstorming, peer discussions, journaling) and then scaffold toward English output. Advocate with colleagues and administrators to recognize that the home language is an academic asset, not a barrier.

Why It’s Powerful:
It validates students’ linguistic and cultural backgrounds, reduces cognitive overload, and fosters confidence. It also sends the message to peers and caregivers that multilingualism is an advantage, not a deficit.

2. Caregiver Communication & Empowerment Strategy

Purpose:
To support families of heritage/native speakers by ensuring they are included, informed, and empowered as partners in their child’s education.

How It Works:
Facilitate regular communication in the family’s preferred language using translated newsletters, audio messages, or bilingual liaisons. Host informal “culture nights” or learning workshops where families can share their traditions and strategies for supporting learning at home. Provide a platform for caregivers to ask questions and contribute input on classroom and school decisions.

Why It’s Powerful:
It positions caregivers as valuable cultural and educational partners. It also strengthens trust and collaboration, which boosts student engagement and success—especially for those navigating dual language identities.

Rosa Santana

2. Our World Language department wanted to make sure that heritage learners and Native speakers are correctly placed into world language classes. Very few are best served in level 1 classes. We worked together to come up with writing, speaking and reading placement tasks to give to prospective students so that they can receive an adequately challenging level course. Language teachers score these placement exams to make the best recommendations to the students' counselors. We also encourage all Heritage learners to attempt the Seal of Biliteracy exam their junior and/or senior year. This encourages them to develop their skills in both languages throughout their high school career, and to celebrate the wealth of the knowledge afforded to them by their cultural identity and heritage.

Additionally, I serve as the sponsor for the Spanish Honor Society and a Latin dance club. These extracurricular activities give students the opportunity to connect with the Spanish-speaking world in fun and engaging ways. They get to socialize with friends, enjoy snacks from Latin America, and learn traditional dances, all while deepening their cultural understanding.

I’ve also seen cultural mediation taking place across our school and within my department. For example, students pursuing the Seal of Biliteracy are celebrated with posters displayed throughout the school. These posters, created and printed by the Seal of Biliteracy coordinator through Canvas, highlight each student's experience learning a language, whether in class or at home and often include their future goals related to language and culture. These displays help foster a sense of pride and visibility for multilingual students, while educating the broader school community about the value of bilingualism.

Creating Opportunities for Leadership and Representation
Another strategy is to create structured opportunities for multilingual learners to lead, make decisions, and represent their communities. This can be done through student councils, peer mentoring, or even classroom jobs that highlight their linguistic and cultural assets. When students are given roles that matter and platforms to express their views, especially in ways that reflect their unique perspectives.This allows the opportunity to gain agency. It also helps normalize multilingualism and multiculturalism as strengths within the school community.

I have worked in two small school districts that both have some families who primarily speak Spanish. Some of these parents speak very little English and therefore sometimes struggle to communicate with the school. Unfortunately, neither of these schools have translators or any way to communicate with these families other than tech tools. To help out, I have communicated with families in Spanish on numerous occasions - I have made a phone call on behalf of the nurse when a student was hurt, called home before school started to clarify when and where a student would get on the bus, and sat in on numerous meetings to make sure both parties understood one another. Although it is not my job to do this and I am not a certified translator (and I always make that clear and they are always grateful to speak in Spanish), I am always happy to be able to "give back" and help in any way I can.

We discuss stereotypes a lot in my classes and discuss how important they are to avoid. We point out that Americans are not all the same. We also discuss that the English language varies between the countries that speak it as do the cultures of each of these countries (such United States versus England versus Australia). This carries over to discussing that not all Spanish-speaking countries and cultures are the same and that the language has differences from place to place. I try to highlight this often, including during my sixth grade Spanish class (it is a quick "special class" with the goal of introducing students to language learning and students rotate through the class along with art, music, etc) when we learn foods. During this unit, we learn food words by taking a "world tour" and exploring common breakfast, lunch, and dinner foods from a variety of Spanish-speaking countries as we locate each country on a map and learn ingredient names in Spanish.

The whole idea of this author - how stereotypes affect what we think and how we feel about ourselves, and how these ideas about our social identity can help or hurt us - is fascinating, and a must read (or read the synopsis and suggestions) for educators!

As part of my middle school wellness team and as an eighth grade teacher advocate, I help support students as they transition into our school. We work closely with families to go over schedules, grading, support services, and after school activities. I often help translate during meetings or create bilingual resources so families feel included and informed. Building trust and keeping communication strong really makes a difference. It helps students feel more confident and supported, and that shows in both their academics and how they adjust socially.

Strategy 2: Peer Language Ambassador Program - Pair heritage/native-speaking students with new students who share their language or cultural background. These ambassadors help newcomers navigate schedules, school rules, and community resources while building leadership skills and pride in their heritage.

In the classroom I was able to support my students by having visuals up in the classroom with a picture and what that was while being written in both Spanish and English. This helped all students in the class learn what something was in a language that isn't native to them. For our Spanish heritage students we would have interpreters for parent meetings. Our district also got subsctriptions for us to turn any worksheet or document into a translated version of the same work. While I know we are far from perfect, we are at least taking some steps in a positive direction to help our students and their families.

• Act as a bridge by creating opportunities for students to share their cultural backgrounds, traditions, and perspectives.

• Facilitate classroom discussions, cultural exchange projects, or peer-to-peer presentations that highlight similarities and differences.

• This builds respect and empathy, helping students see diversity as an asset rather than a barrier.

2. Advocate for Student Voices in School Policies and Practices

• Ensure students from diverse cultural and linguistic backgrounds are heard in decision-making processes.

• Support them in expressing their needs (academic, social, or linguistic) to teachers, counselors, or administrators.

• Translate, interpret, or reframe concerns when necessary so students’ perspectives are accurately understood.

• This empowers students while ensuring equitable treatment across cultures.

In my 8th grade novice level French 1 class last year, I had a student who had spent most of their elementary school education in France and some of middle school too. Since she wasn't shy, I invited her to often contribute to the class cultural discussions especially during the school unit. We would ask her: "What was YOUR schedule like?" or after viewing an authentic resource she would share her perspective and experiences. It was wonderful to have her voice and I also appreciated that she would share directly with me new slang words from her friends in France! :-)

I truly hope Isabella will be able to take advantage of her last year here at FLHS and take AP Spanish.  She scored 6/7s on all sections of her STAMP test last year as a sophomore, so proficiency-wise she is more than capable of succeeding at that level.

She was clearly so inappropriately placed last year as a sophomore in Spanish 1, which essentially wasted an entire year of her time / ability to move through the levels.  Had she been more appropriately placed last year (for instance, if she had taken 4H), she would have been able to take AP as a senior.   Obviously, at some point her placement error Sophomore year was recognized by the school / department, as she was allowed to skip 2 levels from last year to this year. 

I would hate to see her miss out on an opportunity for success / AP college credit due to a placement error on our part last year, especially given the emphasis Greg placed at our last staff meeting about encouraging students who may not typically consider themselves for AP courses and/or have the support or guidance at home to push them in that direction. 

Sometimes heritage and native speakers tend to not be the best homework completers – and many tend to earn B range grades as a result – due to additional responsibilities they have in their homes / families (as is Isabella’s case if you talk to her) but this is not a true reflection of her ability in the language / doesn’t mean she is not at the level required for success in AP / on the exam. 

I fully believe in her and will continue to advocate on her behalf!

Thankfully, after this email, she was approved to skip Spanish 5 and take AP Spanish during her senior year.  It was the only AP she took and allowed her to graduate with 3 college credits!  This experience drove home for me how misunderstood heritage/native speakers can be by administrators and how important it is to both help these students advocate for themselves and support them in their educational endeavors.

We can also challenge stereotypes about heritage learners by reminding others that being bilingual isn’t just about knowing two vocab lists—it’s about balancing two identities, two sets of norms, and often two worlds. When we value students’ home languages and cultures as assets, we help them feel seen and proud of who they are.

At the same time, it’s important to set realistic expectations. Just because a student speaks Spanish (or another language) at home doesn’t mean they’ve had formal training in reading or writing it. Differentiation and encouragement go hand in hand.

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

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

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

Encourage them to take initiative in shaping school culture.

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.

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.

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.

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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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.

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.

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.

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.

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.

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.

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.

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.

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.