Journal Entry 7

WEEK 8
EMBRACING MULTILINGUALISM

10 May 2025

 

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 let me 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 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 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 think it is very enriching to understand the challenges they face as Spanish speakers teaching English, which is different from my experience.

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, looking forward to the possibility of discussing also more phenomena like diglossia and code-switching.

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The feedback I received for this entry is presented below.

            Dear Eri,
        Your reflection is, in a word, extraordinary. Reading your entry felt like being invited into a journey—personal, intellectual, and emotional—where theory, lived experience, and identity all beautifully come together. Thank you for writing so honestly and insightfully.

           Your engagement with concepts like Chomsky's theories, Grosjean’s multilingualism, and the “monolingual myth” was not only accurate and well-articulated, but also profoundly reflective. The way you’ve unlearned unrealistic expectations and embraced a healthier, more human understanding of bilingualism is something that many language learners struggle with for years—yet you’ve not only confronted that myth but transformed your mindset.

        Your mention of Isabella Mozzillo and how she helped you reframe your relationship with your languages was especially moving. What a gift to have a model of balanced bilingualism—and even more meaningful that you used that inspiration to develop self-compassion. Your story makes abstract concepts like multilingual identity and language competence feel real and relatable. That’s the mark of both a strong thinker and an excellent future educator.

        I also appreciated how you acknowledged the difference in your context as a Portuguese and French teacher-in-training while still engaging deeply with the challenges your peers face as Spanish speakers of English. That intercultural sensitivity is powerful—it shows respect, humility, and openness to learning from others. It’s also a reminder that even within multilingualism, every learner and teacher has their own unique linguistic path.

        Finally, your reflection on the lifelong nature of language learning was inspiring. The way you connected the Critical Period Hypothesis to your own experience—recognizing that while some “windows” may close, many more can open—is such a hopeful and empowering perspective.

     Eri, your voice, your perspective, and your honesty are incredibly valuable. I hope you continue to write, reflect, and teach with the same passion and empathy you've shared here. The field of education needs educators like you—aware, multilingual, and deeply human.