I was born to a white, English speaking family. My earliest memories are all in English, as are many since then. Growing up, we lived in many different places; often moving around as my father found new work, or relocating alongside my mother’s family. Despite this, or perhaps because of it, I’ve encountered many different languages along the way.
Both “Breaking Them Up, Taking Them Away” (Toohey, 1998) and “Institutionalized Inclusion” (Han, 2009) discuss the impact of sociocultural learning on non-native language acquisition. Toohey’s article focuses on a Grade 1 classroom in which students are strongly discouraged to engage in collaborative learning resulting in potential alienation and ostracization of English Language Learners (ELL), whereas Han’s article reflects a sociocultural framework found in Churches that promotes successful language acquisition though systematic scaffolding and contingent assistance provided by “old-timers”. (Han, 2009)