Who Are They?

Emergent bilinguals are students in the initial stages of developing bilingualism. These students are typically categorized as “English Language Learners” (ELLs) or those acquiring additional languages (such as Spanish, Arabic, Chinese, etc.) in dual language environments. Emergent bilinguals are on a trajectory toward becoming proficient and experienced bilinguals, capable of using two or more languages effectively across various contexts. The term emergent bilingual is more commonly used now to avoid the negative connotation that the term “English learner” and “Limited English Proficiency” had attached to it. The goal is not just for these students to learn a new language, but to become Bilingual, capable of functioning in both their home language and English. The term highlights the importance of recognizing and supporting students’ native languages and cultural backgrounds.

Why Should We Consider Their Needs in Teaching?

It is key for teachers of all subjects and ages to consider these students’ needs in the classroom. Most importantly, we need to acknowledge that most of these students are in an entirely new country, placed into a new culture without many connections to their old life. Our job is to make them feel seen and heard. We need to create an environment focused on inclusivity, providing equal opportunities and resources for all students. Having emergent bilingual students especially in mind, since their needs will call for extra attentiveness, collaboration, communication and deliberate instruction. To address the culture shock many of these students face, we must create strategies that incorporate their previous experiences to enhance our teaching. By doing so, we can help them relate more effectively to new material, ultimately leading to improved comprehension. Overall, teachers must consider and pay close attention to the needs of emergent bilingual students, as they are just as important as any other student in the classroom.