Editor’s note: This story was written in Mandarin and the writer used an AI site called DeepL to translate it to English.
At Roosevelt High School, students from diverse linguistic backgrounds face challenges integrating into the broader culture. The presence of a significant number of students who did not grow up in the US, and thus speak languages other than English, leads to the formation of smaller groups. This linguistic divide can result in a dependence on peers who share their native language, hindering their ability to fully engage with and assimilate into the larger school community.
Interviews conducted with two Spanish-speaking students, Ana Chaj and Emely Bustillo Henriquez, revealed varying perspectives on the impact of linguistic diversity on the school culture. Ana highlighted the perceptual differences, stating,”percibe porque tal ves no es el mismo idioma por q hay diferente len Guajes“(perceptual because maybe it is not the same language – because there are different languages.). Emely added, “Percibe porque la celebracion no es la misma cultura” (Perceptual because you may not be celebrating the same culture.）
Addressing specific challenges, Ana pointed out that the linguistic barrier can affect academic performance and integration within the educational environment, stating, “Esta barrera lingüística puede afectar su rendimiento académico y su integración en el entorno educativo” (This linguistic barrier can affect their academic performance and integration into the educational environment). Emely echoed similar sentiments, mentioning difficulties in communication and understanding academic content in a non-native language.
Ana said, “Sin sólidas habilidades para escuchar y hablar, sus estudiantes pueden tener dificultades para participar en los debates de clase, comprender las conferencias y expresarse en inglés.”（Without strong listening and speaking skills, your students may have difficulty participating in class discussions, understanding lectures, and expressing themselves in English. ）
Emely said, “La presencia de un número significativo de hablantes no nativos de inglés puede enriquecer la dinámica social dentro de la escuela al fomentar la diversidad cultural y el intercambio de experiencias entre los estudiantes. Sin embargo, también puede generar desafíos en la comunicación y la integración social, ya que los estudiantes pueden enfrentar dificultades para interactuar debido a las diferencias lingüísticas y culturales.”（The presence of a significant number of non-native English speakers can enrich the social dynamics within the school by fostering cultural diversity and sharing of experiences among students. However, it can also create challenges in communication and social integration, as students may face difficulties in interacting due to linguistic and cultural differences.）
In the area of language and culture, Ana highlighted ESL students’ limitations in vocabulary and pronunciation, as well as challenges in listening and speaking skills. Emely recognized the potential of cultural diversity to enrich the school’s vitality but acknowledged the challenges linguistic and cultural differences pose to communication and social integration.
Ana said, “La barrera del idioma puede dificultar la interacción entre los estudiantes que hablan diferentes idiomas, lo que puede limitar la colaboración y el trabajo en equipo.”（The language barrier can hinder interaction between students who speak different languages, which can limit collaboration and teamwork. ) And Emely said, “Formación de grupos segregados: Los estudiantes tienden a agruparse con aquellos que comparten su mismo idioma, lo que puede llevar a la formación de grupos segregados y a la exclusión de aquellos que hablan otros idiomas.” (Formation of segregated groups: students tend to cluster with those who share the same language, which can lead to the formation of segregated groups and the exclusion of those who speak other languages. ）
Observable consequences of the linguistic divide were noted by both Ana and Emely. Ana mentioned communication difficulties and limited collaboration between students speaking different languages, while Emely highlighted the formation of segregated groups based on language, leading to exclusion.
When discussing potential solutions, Ana suggested organizing cultural events and activities to celebrate linguistic and cultural diversity, fostering mutual respect and understanding. Emely proposed intercultural conversation groups to promote language practice, cultural exchange, and social integration among students.
Finally, Ana and Emely acknowledged Roosevelt’s efforts towards inclusivity and integration, including classroom adaptations and strategies aimed at addressing diverse student needs. Emely emphasized the importance of inclusive classrooms in recognizing and celebrating each student’s unique learning style, ultimately fostering a sense of belonging and commonality among students.
While linguistic diversity at Roosevelt High School presents challenges, students say that efforts towards inclusivity, cultural celebration, and language support are essential for fostering a cohesive and welcoming school community. As students continue to navigate linguistic and cultural differences, promoting mutual respect and understanding is important to a thriving educational environment.
