Learning In-between Languages And Cultures (LILAC)

Website of blog: https://claimed.blog/

My first item of interest that I would like to share is a blog titled CLAIMED. It is written by Olivia Mulcahy, who is an expert in educational programing for language learners (sometimes known as Dual Language, English Learners, Cross-Cultural Education). One of her blog posts was shared with me by our DL/EL director Mr. Villanueva. He shared the infographic that explains the acronym LILAC, which stands for “Learning In-between Languages And Cultures.”

Our school has about 100 students that identify as Dual Language Learners. Then we have in additional 40 students that identify as English Learners. Therefore, it is very important for our school that houses this program to “validate and protect spaces for bilingual/multilingual education practices that embrace a truer, fuller, more dynamic, and holistic view of bilingualism/multilingualism”(Olivia Mulcahy). Meaning, simply translating is not enough when working with multilingual students.

(*It is important to note that the term multilingual is more inclusive, however, bilingual is recognized to be more commonly used).

When we think of standards and curriculum, it is traditionally monolingual oriented. Students that identify as multilingual, multicultural have a unique set of skills and understanding that often go unnoticed. What LILAC provides is a way to think and be explicit and intentional when designing learning experiences for multilingual students. Olivia wrote that educators need to be “more successful in protecting space for our students to realize the full beauty and depth of their multilingual identities.”

Though this is geared more for teachers, this can be very applicable to School Social Workers. As School Social Workers, our SEL standards and programming is applied to all general students, which again, probably have a monolingual orientation. Olivia wrote, “they [SEL standards] do not capture the full and nuanced picture of what multilingual/multicultural kids can/should know/do, nor do they reflect what it means for multilingual/multicultural kids to grow as multilingual/multicultural learners in healthy, empowered ways.” What I have learned, or what I am still learning through my experiences with working with EL/DL students and the knowledge I have gain with LILAC, is that simply translating things/documents is not enough. As School Social Workers, we need to go beyond the fact that students are just “bilingual.” We should help to get students to understand and appreciate their multilingual identity; explore what it means to them; understand how it shaped their experiences in society; and ultimately, empower them to authentically express themselves how they choose.

LILAC and Olivia’s blog CLAIMED is a great resource and it helps bring awareness about multilingual programming.