JOURNAL ENTRY 7
EMBRACING MULTILINGUALISM
This first half of the term has been wonderfully enriching as I revisited familiar language topics through a fresh perspective—and, importantly, through the lens of a different language. Returning to basic ideas like Chomsky's theories and, inevitably, touching on Saussure's work while looking at how we learn languages has been especially rewarding. Exploring these ideas in English (rather than my native Portuguese) gave me new ways to understand them and allowed me to explore parts of linguistics that interest me most.
Our recent class discussion about the unrealistic expectations we place on learning a second language really struck me. I saw how I used to be very hard on myself, caught in the strong "monolingual myth"—the harmful idea that true bilingualism means speaking all your languages like a native speaker. How liberating it is to finally understand that communication, not perfection, defines multilingual competence. Being able to communicate, not being perfect, is what really matters in being multilingual! This understanding reflects François Grosjean's wise message about valuing our unique language backgrounds in today’s multicultural world and recognising that our skills and confidence in different languages will vary.
I thought about my own path—how, at seven years old, I started teaching myself English, only to spend years frustrated about what I thought was my "failure" to become a "balanced bilingual." It wasn’t until I met Isabella Mozzillo—my first French professor, now my biggest inspiration and also a friend—that I began to truly value my multilingual identity. She is a balanced bilingual, a Brazilian who grew up in Buenos Aires until the age of 18. It was eye-opening to learn that having different levels of ability in our languages doesn’t take away from our status as bilinguals! At 22, I finally accepted and felt proud of my multilingual identity, understanding that my non-native accents and occasional grammar mistakes in English (and my other languages) don’t take away from the hard work I’ve put into learning them.
Different from my colleagues who are pursuing a degree in English, I am pursuing a teaching degree in French and Portuguese Language and Literature, so I find it very enriching to understand the challenges they face as Spanish speakers teaching English—challenges that are different from my own experience. Being aware of these nuances has deepened my appreciation for the diversity within multilingualism itself.
This term’s reflections have confirmed an important truth: learning languages is a lifelong journey and a never-ending task, both in our first and additional languages. The “critical period” idea about first language learning might have passed long ago for me, but many other windows have opened—windows of communication, connection, and continued growth. I now carry with me not only language knowledge, but also self-kindness and pride in my multilingual path.
I look forward to the second—and sadly, last—half of the term to keep exploring and reflecting on different aspects, theories, and ways of understanding language learning and acquisition. Not only that, but I’m especially looking forward to the possibility of discussing more fascinating phenomena like diglossia and code-switching.
