Read Art Exhibit Lets High School Immigrants Share Stories of Hardship and Hope here for an example of making space and giving voice to ELs
Do you make an effort to represent all of your students? More in A Class Library That Represents All Students
Teachers know this challenge in all of their classrooms. What is the effect of trauma on ELs? More at https://www.stormlakepilottribune.com/story/2578059.html
I very much relate to the article. We can consider the implications for teaching older students or for building school/home connections. Find more here at https://en.qantara.de/content/the-language-of-migrants-being-a-stranger-in-a-second-language
“Language is the home of being”
As a matter of fact, we were all born into a specific culture, society, family, place, and language. It is through our native language that culture, beliefs, ideas and countless other things were and are conveyed to us, and it is how we communicate them to others. We live in that language and grow with it; it shapes our ideas and our life as a whole.
Our native language relates to our being, to our very existence. Therefore, it has a certain ontological dimension. As Heidegger wrote, “language is the home of being”. But could we not say that this statement is especially true of our native tongue.
The second language cannot be the home of our being in the same way as our mother tongue. This ontological dimension merely exists in our native language. Because we were born in it, have lived with it, and grown up with it, our whole life is formed by it. If “knowledge is power”, as Francis Bacon once said, then we were armed with knowledge in our native language, and we are most powerful in our native language.
Teachers should consider this research and support students accordingly. Find more at this link