My reaction to this event strengthened my belief that language is powerful and that emergent bilinguals need strong support in schools. It made me see how important it is to have teachers who value students’ home languages and cultures. I believe that when schools support bilingual teachers, they help students feel included and more likely to succeed. Think about New York is one of the most diverse state in America.

My reaction made me believe even more that language is important for learning and identity. I felt it was unfair that many emergent bilingual students don’t get the support they need. This showed me that schools should see bilingualism as a strength and make sure students’ home languages are supported and valued.

The lack of funding for monoligual students "English" is an issue, therefore there is a real struggle for educator to deal with

My initial reaction to this article was disappointment that so many emergent bilingual students in New York City are not receiving the support they deserve. It made me realize how important proper language programs and trained teachers are for students learning English. This finding strengthened my belief that language should never be a barrier to success, and that schools must create fair opportunities for students from all linguistic backgrounds. It also reminded me that being bilingual is a strength, not a limitation, and the education system needs to value and nurture that instead of neglecting it.

The article also helped me see that bilingual students need time and real support to succeed. Learning academic English doesn’t happen quickly. They need teachers who use their home language to help them learn and make them feel included. It showed me that “English only” isn’t always the best way, students learn better when their whole language background is respected.

My reaction to this article strengthened my belief that language is a powerful part of a student’s identity and that emergent bilinguals should be seen as resourceful, not behind. Reading about how schools often overlook students’ home languages made me even more convinced that bilingualism is an asset, not a problem. It helped me realize how important it is for teachers to support both English and students’ first languages in the classroom. This article confirmed my ideology that students learn best when their languages and cultures are valued, and it made me more committed to creating learning spaces where bilingual students feel supported, respected, and included.

The article also helped me see that quality education means giving children the chance to learn in both English and their home language. Using both helps them think, learn, and grow with confidence. It reminded me that as a future teacher, I want to create a classroom where all languages are welcomed and used for learning. Supporting emergent bilinguals is about helping every child feel seen, capable, and included especially in this growing diverse community.

My reaction to the article made me believe even more that language is a strength, not a problem. I felt upset that many emergent bilingual children in NYC’s Pre-K programs don’t get enough support in their home language. It made me realize how important it is for schools to value every child’s language and culture. I now strongly believe that students learn best when they can use both English and their home language, and as a future teacher, I want to make sure my classroom welcomes and celebrates all languages.