Thank You for Being a Bilingual YOU
Over the years, as an educator, I have heard repeatedly the following statement: “I do not write to my child, because I do not speak English.” My answer is always the same, “Read to your child in your native language. It is absolutely fine! Expose! Expose! You are giving your child the gift of Bilingualism. One day, your child will benefit and use the magical words ‘I am bilingual.’”
I have had the opportunity to work with my bilingual students in New York City for over ten years. I can sit here and tell you many ways to teach a bilingual student, but the truth is that I do not have all the answers. I wish I did!
The one thing I can testify to in my journey as an educator and as a parent is that the answers that we all are looking for are there; they come for free as a part of the journey: Consistency & Exposure. These two combined are strong tools. Every piece of the puzzle falls into place.
Consistency helps our bilingual students by building confidence in our learners to take risks in the classroom. In most cases, our bilingual population is self-motivated. As an educator, we can use this self-motivation and build successful bilingual students. When our students are in a consistent environment, we are creating a classroom where students can make mistakes, laugh, and identify their own learning. Using consistency in something as simple as our classroom schedule, which allows our bilingual learners to predict the outcome and gives them space to feel comfortable taking risks.
This year, I had the honor of teaching a writing class with the DREAM Project’s A Ganar Workforce Development program. Over Spring Semester, I taught English Composition: Everyday Writing Everyday World. Great Experience! The students brought a new light into my pedagogy. I kept an Educator Reflection Journal. On Tuesday, June 8, 2021, at 7:30pm, this was my enlightenment of the week. I added to my Educator Reflection Journal: “Today, the group discussion was FIRE! Everyone contributed something and, wow, they know the schedule. I love how Violeta (names changed to maintain students’ confidentiality) asked if we had time for grammar? Yeah, we do! Keeping us on track.” There it happened – after three weeks of being exposed to the material, combined with consistency, it organically happened. Language was not a barrier…Visual cues were not needed…My class had done it; they just knew our schedule, routine, and expectations. My classroom philosophies were out the window that night. I clapped, and I said to life, “I am grateful.” My class taught me that night that being bilingual is a gift, and everything is possible. The magical moment in our students’ journey of being there, present, owning the classroom, is one of those many gifts that comes in our field.
I am looking forward to knowing five, ten, or one hundred years from now that my pedagogical theory of Consistency + Exposure does equal Successful Bilingual Students.
Thank you, Bilingual You!
Thank you for that FIRE you bring to class!
Thank you for making us Better Educators!
Thank you for the challenges!
Thank you for the Laughs!
Thank you for the successful stories!
Thank you for being you!
About the Author: Lucy Ogando, MSED, MSBA
Ms. Lucy Dilys Ogando, MSED, MSBA has spent the last sixteen years of her career teaching special education. Since 2004, Ms. Ogando has been working as a New York City public school educator. In 2002, she earned her first college degree from Hunter College. In 2004, she earned a Master of Science in Education from Touro College. She followed this up in 2014 with a Master's Degree in Bilingual Extension from Hunter College.
During 2005-2008, she helped open the first United Federation of Teachers charter school in New York City history. She was part of the first group of educators to create this opportunity for low-income students. She also participates in a Tribeca film festival as part of promoting better opportunities for all students. Since 2008, she has worked in District 14 in Williamsburg Brooklyn and, since 2013, at José de Diego Public School 84 in Williamsburg. Currently, she is working as a NEST cluster, as well as a Special Education Teacher Support Services (SETSS) provider, for students in grades kindergarten through 7th grade. In 2019, she was recognized for Magisterial Excellence of a meritorious Dominican Teacher residing in the United States by the Dominican Republic Ministry of Education.
In March 2021, she was a speaker at the Afro-Latinidad a Nueva Generación presentation with the Dominican Commissioner of Culture in the United States. In April 2021, she was awarded the Technology Teacher of the Year award by The Heritage Team Extraordinaire organization for her achievements during remote classes during the COVID-19 pandemic. Lucy is currently hosting a virtual English course with the DREAM Project for young people to practice writing in English for personal and work purposes.
Lucy was born and raised in the Dominican Republic. In 1991, she immigrated to the United States with her parents and siblings. She is one of five children who have earned Bachelor's and Master's degrees in New York City. She is a single mother of three wonderful daughters ages 15, 11, and 10. She is preparing to start an early intervention program in the Dominican Republic and dreams of an educational center that accommodates all students and teachers in a positive and successful environment.