Emily Bartko - How do we think about language? by Emily Bartko

emilybartko — 2025-10-05 23:00:23 UTC

Dr. Mena clearly explains Dr. Richard Ruíz’s three orientations toward language and how they form how schools and educators view ELLs, bilingualism, and multilingualism. The three orientations are: language as a problem, language as a right, and language as a resource. These three represent different perspectives on the value of students' home languages in the classroom and illustrate how educators respond to language diversity.

1. Language as a Problem

emilybartko — 2025-10-05 23:07:40 UTC

This view recognizes students' home languages as barriers to learning English. Often, schools and educators with this mindset focus on fixing their first language. For example, ELL programs might promote the use of English-only instruction for students to learn in.

2. Language as a Right

emilybartko — 2025-10-05 23:14:44 UTC

This view recognizes that students have the right to maintain and use their home languages. This supports bilingual education and equitable language policies, while promoting fairness, accessibility, and student success. For example, students can access learning material in both English and their home languages.

3. Language as a Resource

emilybartko — 2025-10-05 23:22:42 UTC

This view recognizes that bilingualism and multilingualism are assets for all students, not just ELLs. This is the most positive orientation for schools and educators to reach where they can build on students' languages, cultures, and experiences to strengthen learning and understanding. For example, the teacher can incorporate various materials that represent the diverse cultures, languages, and experiences of their students to make learning more meaningful, inclusive, and relevant.

Which orientation do you observe in your current school setting?

emilybartko — 2025-10-05 23:39:18 UTC

In my field experience, I notice that the school and my cooperating teacher view language as a resource. While there are only two English Language Learners in the class, the teacher builds on their strengths rather than focusing on their weaknesses.

Give at least two concrete examples of how this orientation shows up.

emilybartko — 2025-10-05 23:44:07 UTC

In the classroom, lessons often include books and visuals that reflect multiple languages and cultures, helping all students feel represented and respected. The teacher also uses bilingual materials and videos to connect new content to students' backgrounds and experiences. Additionally, when assessing students, the teacher focuses on student understanding rather than perfect grammar and conventions. This allows learners to show what they know without worrying about missing points due to language diversity.

Is this orientation helping or limiting students?

emilybartko — 2025-10-05 23:46:27 UTC

This orientation is helping students by creating a more supportive, inclusive, welcoming, and respectful learning environment. These values of students' home languages, cultures, and experiences are assets that enhance learning for all.

Which orientation do you personally align with most? Why?

emilybartko — 2025-10-05 23:54:01 UTC

As a future educator, I most align with language as a resource orientation. I believe that each language a student speaks carries its own culture, stories, background, and ways of thinking. Thus, when students can use all of their languages in the learning environment, they feel empowered and capable of making deeper connections, which promotes success.

What challenges or opportunities might come from adopting this lens in your future classroom?

emilybartko — 2025-10-06 00:03:15 UTC

Some challenges that might appear from adopting this lens in my future classroom are that not all learning curriculum/materials or schools support multilingual practices. Therefore, I will have to think of ways to incorporate multilingual practices into lessons and advocate for ELLs myself. Some opportunities that might appear from adopting this lens in my future classroom are that I can incorporate bilingual materials like books and visuals, allow students to share about their culture and experiences, and invite family members to share language traditions. This will build a strong classroom community and encourage family engagement.

emilybartko — 2025-10-06 00:13:24 UTC

This poster connects to the language as a resource orientation because it celebrates the value of linguistic diversity and shared understanding. The message reminds students that kindness and communication go beyond spoken language. Displaying this poster in the classroom, where every student can see, helps promote a welcoming and inclusive environment.

emilybartko — 2025-10-06 00:19:30 UTC

This image connects to the language as a resource orientation because it shows bilingual students working together and using English and their home languages to support learning. Collaboration promotes teamwork, strengthens linguistic abilities, enhances problem-solving skills, and fosters a deeper understanding.