This week's readings were very educative. They challenged me to question a few beliefs I have held for a while. What struck me most from this week’s readings was the deep mismatch between what we know about bilingualism, what researchers and scientists know and keep learning about and finally, what schools continue to practice. It’s almost shocking how research keeps proving that multilingualism strengthens cognition, yet schools still act as if speaking multiple languages is a problem to solve. I found myself thinking about how often systems ignore what the science clearly shows; 'bilingualism is not only natural but an intellectual advantage.'
The idea that bilingual people don’t actually operate two separate language systems really changed how I think about language learning. I had never considered that translanguaging—the way people naturally use all their linguistic resources at once—isn’t a sign of confusion or lack of better language fluency but of deep understanding. It made me realize how much schools miss out on by trying to force students into strict “English-only” spaces, thinking that it is what's best for the students. Thus, another reflection of the historical inputs that Mena (2020) mentioned in the video. This compartmentalization seems almost cruel when you think about how it denies students the right to use the very tools that make their communication rich and authentic.
I also couldn’t stop thinking about the section on bilingual children with Autism Spectrum Disorder. It was heartbreaking to read how parents are often told to drop their home language, as if their love and care need to be translated into English to “count.” That advice, though well-intentioned, ends up doing harm, thus isolating families from their cultural identity and emotional connection. It reminded me how easy it is for policies and professional advice to sound neutral while carrying real human consequences.
Another thing that stayed with me is how clearly the research shows that successful communication for these children and really for all learners depends less on using a single “correct” language and more on being responsive in the moment. That emphasis on relationship and interaction felt really powerful.
Overall, this week’s readings made me rethink what it means to “teach language.” and could not have come in a better time as I can easily connect it to what I see in my placement. Before, I used to see it as helping students master English; now I see it as helping them use their "whole" linguistic system with confidence. The readings reminded me that when we restrict language, we restrict thought.