What really resonated with me from the reading was KAPPA International’s ability to turn what was once seen as a deficit into a source of pride. The way the school reframed the label “emergent bilingual” into “multilingual scholar” really stayed with me. It reminded me how powerful language can be in shaping how students see themselves. Instead of treating bilingualism as something that needs fixing, KAPPA treats it as something to celebrate, and that shift alone changes everything.
I especially loved the story about the school T-shirts that said, “I am multilingual! Are you?” It is such a simple gesture, but it completely redefines what belonging looks like in that space. It made me think about how many schools unintentionally make multilingual students feel less than, when in fact their language knowledge is an incredible asset. This weighs even more for students who are recent immigrants who most likely feel less than in several other environments and situations outside of school.
The peer mentoring program also struck me as a beautiful example of what happens when schools trust students’ expertise. Allowing older bilingual students to mentor newcomers not only supports new arrivals but also empowers the mentors themselves. I found Javier’s story particularly moving, how he went from being uncomfortable speaking Spanish at school to becoming a proud bilingual tutor. It felt like a reminder of how much confidence can grow when students are given spaces that validate their full selves.
Reading about KAPPA made me reflect on how small but intentional changes in school culture, such as a slogan, a peer program, or even how we talk about bilingualism, can completely transform students’ sense of identity. It made me wonder how different my own schooling experience might have been if more places had embraced multilingualism in this way.
I also really enjoyed The CUNY-NYSIEB web series Teaching Bilinguals (Even If You're Not One), mostly Episode 4 where Ms. Santiago, an 8th grade teacher expresses how her students emotions matter to her before any other class work so as to understand her students more even when she does not speak the languages her students are comfortable speaking. Using bilingualism as a resource not only to help the students express themselves but also, to help her scaffold and create other affordances in the classroom is a powerful tool. From both the videos and the article, I am left with hope that there are teachers who go above and beyond, take the more challenging routes for the sake of students.