Guadarrama: Becoming Bilingual: What Schools Finally Got Right

Bilingualism encompasses an examination of both language and culture. To fully appreciate the remarkable strides made in the fields of linguistics and anthropology over the past century, it is helpful to review some key milestones.

In the 1920s, the prevailing view of how children acquired language centered primarily on imitation and repetition, with only limited attention given to the role of context and social interaction. Language learning was often equated with broader patterns of behavioral development, and it was generally assumed that children would naturally acquire their first language under normal circumstances.

However, the introduction of Noam Chomsky’s revolutionary linguistic theories in the 1950s marked a paradigm shift that transformed the study of linguistics. This shift, often referred to as a linguistic revolution, dramatically expanded the scope and depth of inquiry into language acquisition.

At the core of this new perspective was the idea that understanding how language develops requires examining not only contextual and social interactions but also the interplay between language production, cognitive processes, and verbal expression. In essence, language was no longer seen solely as a learned behavior but as a profoundly integrated aspect of human thought and cultural existence. Since this groundbreaking shift, researchers and practitioners have produced a wealth of scholarly work, thus, deepening our understanding of language learning, and shaping approaches to support children’s linguistic and academic development in both school and at home. This ongoing exploration continues to influence how we nurture language acquisition in young learners, highlighting the dynamic interplay between culture, cognition, and communication.

Dr. Irma N. Guadarrama

Cultural anthropology was similarly transformed by the groundbreaking work of trailblazing scholars who developed broad, conceptual frameworks for understanding culture. One of the most significant shifts in the field was the evolution of the perceptual lens through which cultures were studied. Early anthropological approaches often relied on ethnocentric assumptions, i.e., framing non-Western societies through a lens of superiority and inferiority. This reductionist perspective not only perpetuated biases but also yielded a narrow and distorted understanding of cultural diversity.

In contrast, contemporary anthropology has embraced a more open-ended, relativistic approach that prioritizes understanding cultures on their own terms. This perspective values the complexities and unique contexts of cultural practices, fostering a deeper and more nuanced comprehension. Recent anthropological studies have drawn from diverse viewpoints—incorporating elements of globalization, intersectionality, and post-colonial theory—to adapt and expand the concept of culture as a dynamic, fluid, and ever-evolving process.

These advancements hold profound implications for educators and practitioners, particularly in multicultural and linguistically diverse classrooms. By recognizing culture as both adaptive and relational, teachers can adopt more inclusive and culturally responsive approaches to education. This allows for the integration of students’ unique cultural backgrounds into pedagogy, creating learning environments where diversity is seen as an asset rather than a challenge. A modern anthropological lens, therefore, equips educators to not only educate but also celebrate the multiplicity of cultural perspectives, ultimately fostering equity and understanding in their interactions with students.

The contributions of numerous scholars, including Jim Cummins (as detailed in my article), have profoundly shaped the field of bilingual education, influencing both its theoretical foundations and practical applications. Over time, debates surrounding bilingual education became deeply intertwined with political and social discourses, often reflecting broader tensions around issues like identity, assimilation, and equity. Despite these contentious debates, a growing body of research and the experiences of practitioners—particularly bilingual educators working in diverse classrooms—have reinforced the value of bilingualism in academic development.

One of the most compelling insights to emerge from this body of work is that children learning English as their second language (ELLs) do not need to abandon their primary language or cultural identity to achieve academic success. On the contrary, research indicates that the development of a child’s primary language plays a critical role in facilitating the acquisition of English as a second language. This “additive bilingualism” approach underscores the importance of nurturing a student’s first language, not only as a means of linguistic transfer but also to honor their cultural heritage and bolster their overall cognitive development. In practice, this has led to a richer understanding of how bilingual education can serve as a bridge between home and school, fostering both academic achievement and cultural affirmation.

Our current understanding of how to effectively educate English Language Learners has been shaped by multidisciplinary research across linguistics—particularly in bilingualism—and the social sciences, especially cultural anthropology. One of the most transformative insights has been the recognition of bilingualism not as a hindrance, but as a significant cognitive advantage. This marks a complete reversal from outdated, prejudiced perceptions that linked bilingualism to learning disabilities or academic struggles. Many older generations in our communities still carry painful memories from an era when speaking a native language, such as Spanish, was met with punishment in schools. In my own Catholic school classroom, children were subjected to physical punishment—slapped on the palm of the hand with a ruler by nuns—if a single Spanish word accidentally slipped from our lips. This constant fear of reprisal fostered feelings of shame around our native language and identity.

Thankfully, one of the most significant shifts in recent years—alongside the growing acceptance of native languages—has been the integration and celebration of students’ native cultures in educational settings. Teachers are now encouraged to incorporate authentic cultural elements, such as traditional stories, songs, music, and other language-based activities, into their lessons. This cultural embrace fosters a sense of pride in students rather than alienation, creating a more inclusive and empowering learning environment. By affirming both their linguistic and cultural heritage, we enable students to thrive academically, socially, and emotionally.

In closing, I would like to add that having acquired two languages from a very early age has had an on-going effect on my life in ways which I’m still processing. My cognitive and language learning faculties have allowed me to access both the Spanish and English language worlds. Metaphorically speaking, it’s like living in two worlds, which from a global perspective is not an uncommon occurrence. The ability to speak fluently two, three, even four (or more) languages exists in our country, although to a greater extent in other parts of the world. The bilingual perspective has an added advantage of appreciating and understanding the enriched lived experiences of a bilingual world. It’s difficult to imagine a world without the spectrum of a richly imbued kaleidoscope that one is accustomed.    

Editor’s Note: The above guest column was penned by Irma N. Guadarrama, Ph.D., a former UT-Rio Grande Valley professor who now works at UT-Austin. The column first appeared on Guadarrama’s blog, Bilingual Frontera, which offers news and commentary about the borderlands in the Americas. The blog features topics and themes related to language, culture, social justice, discrimination, racism, education, and history. The column appears in the Rio Grande Guardian with the permission of the author. Guadarrama can be reached by email via: iguadarrama9@gmail.com.

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