The refugee classroom is likely a multilingual or plurilingual one. In my experience, English language instructors (volunteer and paid alike) are monolingual. Thinking about the concept of translanguaging, or the practice of utilizing an entire set of language skills in the process of learning an additional language, and the tendency for ESL classrooms to hold an English-only pedagogical approach, I wonder how many monolingual instructors could use a new, more inclusive approach to English instruction that includes the use of the adult learners' language repertoire.
Unfortunately, determining the exact number of monolingual English language instructors for adult refugees in the United States is difficult due to the lack of centralized data collection regarding instructors' language abilities. However, I can share some insights and resources that might help you understand the situation better:
Factors to Consider:
- Definition of "Monolingual": Defining "monolingual" can be tricky. Does it mean speaking only English with no fluency in other languages, or any level of ability in another language? This impacts the estimated number.
- Data Collection: There isn't a single national database tracking instructor language skills. Information might be spread across various organizations and programs.
- Program Diversity: English language programs for refugees vary greatly in structure, funding, and instructor qualifications. Some might prioritize bilingual instructors, while others might hire based on English proficiency alone.
Available Information:
- Research: Studies suggest a trend towards valuing bilingual instructors for refugee education, recognizing the benefits of shared cultural and linguistic backgrounds.
- Advocacy Groups: Organizations like TESOL International emphasize the importance of culturally and linguistically responsive ESL instruction for refugees and advocate for bilingual instructors.
- Anecdotal Evidence: News articles and reports sometimes mention the specific languages spoken by instructors in refugee programs, offering glimpses into the diversity but not providing comprehensive data.
Conclusion:
While the exact number of monolingual English language instructors for adult refugees remains unknown, the evidence suggests it's likely a minority. The trend favors bilingual instructors, and the importance of culturally and linguistically responsive education is well-recognized.
Rather than monolingual ‘native-speakers’, the most appropriate teachers will be suitably qualified individuals who can bring with them to the classroom “a multilingual repertoire” and can therefore provide “an authentic ELF setting for each class” (Rose & Galloway 2019: 23-24).
H. Rose & N. Galloway (2019). Global Englishes for Language Teaching. Cambridge University Press.
ISBN 978-1-107-16273-0 (Hardback)
ISBN 978-1-316-61495-2 (Paperback)
I think that it depends on the language of the people learning English.
If the native language is Spanish or a Native American language, a lot of US citizen teachers are probably bilingual. There are languages spoken in other countries that likely have very few people in the US who are fluent in both that language and English.
I think you raise interesting questions about the traditional "all English during the class" approach. But it may still be contingent on having people capable of speaking both languages.
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