My Big Idea

Perfectionist tendencies can be both a blessing and a curse. Sure, it's positive to give your best, but perfectionism can also debilitate. It's so easy to procrastinate beginning a project, waiting until everything is just right. Fearing failure, we sidestep the hardest problems instead of embracing messy challenges.

And so it is with my "Big Idea" for service. Even though this idea has been percolating in my brain for a while, I've been hesitant to share it because my plans are so undeveloped. There are so many kinks to work out, so many adjustments to be made, so many concerns to be resolved. In other words, it's not perfect.

While it's tempting to delay taking action until my plans are fleshed out, I'm worried that procrastination will stifle the Idea until it dissipates completely. Over the past weeks, I've felt strongly impressed that I need to do more to serve. I've prayed sincerely and felt a few flashes of divine inspiration. And now, whether I feel prepared or not, it's time to act. I'm hoping that this blog will add an extra measure of accountability. I'm committing, and you're all welcome to follow up with me!

As much as we desire to better the world, it can be very difficult to know where to begin. For most of us, the best place to look is within our own sphere of influence. What needs exist in your own community? What skills and resources can you contribute? What are you passionate about?

While there are many worthy causes in St. George, I have noticed a particularly great need for increased cross-cultural understanding, communication, tolerance, and appreciation. When we moved here, I was ecstatic to learn that St. George had an elementary school with a dual-immersion language program. To me, the educational benefits of learning two languages was unparalleled. Perhaps this was because of my experiences as an international exchange student, perhaps because of our deep attachment to BYU's Foreign Language Student Residence (FLSR), perhaps because of my training as an ESL teacher, perhaps because of our sojourn in France, or perhaps simply because my parents have raised me to value the good in the "other." Up until now, Jason and I have largely been surrounded by those who shared similar values. Obviously our friends from the FLSR adore languages; likewise, in Illinois we were surrounded by very well-educated, broad-minded graduate student families who generally value language learning in a global community.

Here in St. George, many people value linguistic aptitude as well. The dual language school Dixie Sun is excelling, and I see wonderful things happening there every day. However, I have also encountered a great number of people who simply do not view bilingual education as additive education. They consider it a waste of time for their children to learn Spanish, and fear that their children will fall behind if enrolled in such a program. These surface concerns cover deep-rooted issues of prejudice and racism. Immigration issues are red hot, frequently peppering the front page of the local paper. I have been shocked by the open criticism of those opposing Dixie Sun, stating that they don't want their child to associate with those people. Many harbor the attitude that those Mexicans (because they're all Mexican, right?) need to speak English or get out. The dual immersion language program is shunned, not exactly because kids are learning another language, but because they are learning Spanish in particular. When the criticism is boiled down, an English-only attitude prevails. Anything else is pandering to the enemy.

I could spend pages dispelling these arguments, pointing to numerous studies linking bilingual education with higher rates of academic achievement and even increased cognitive ability. I could mention the increased marketability of those speaking multiple languages. I could alleviate fears that unless we stamp out all the foreignness, English will become a minority language in the U.S. Within a generation or two, regardless of what is spoken by parents or grandparents in the home, children invariably learn the host language. The only question that remains is whether or not the children will retain the rich language of their heritage.

In France, this concept was generally accepted, understood, and promoted. Even though the nation is bombarded by different languages on all sides--Spanish, Italian, German, not to mention English--it values the linguistic heritage of its immigrants. As much as we may mock L'Académie Française for its rejection of foreign influence on the French language, the French people in general understand how important it is to communicate in another language. I'll always remember how a government worker openly encouraged me to speak English with my children so they wouldn't lose their mother tongue.

Yes, there are so many reasons to value bilingual education, particularly at an early age. But perhaps the greatest reason of all is the one that is usually glossed over. Instead of learning Spanish to communicate better in the future, what about learning Spanish to better communicate right now? Obviously there are some major concerns that really need to be talked about. No matter what your stance on immigration, these problems aren't going to just disappear and go away. I strongly believe that the dialogue will be much more successful if understanding and communication happens both ways.

Thus, that is what I propose for my "Big Idea." I intend to start an adult education class at Dixie Sun elementary school that simultaneously teaches both English and Spanish. Even at Dixie Sun, I've noticed a gulf between the language-speaking communities. Each group tends to stick to its own because hey, those are the people they can talk to! Yet I know there are many Spanish-speakers who are desperately trying to improve their English, just as there are English-speakers who would like to learn more Spanish so that they can better support their children through school.

Instead of dividing into two separate groups, I am intentionally keeping all language learners together to promote ties of friendship. Everybody in the class will be a teacher; everybody will be a a learner. In a sense we will all be on equal ground as both experts and novices.

Logistically, there are all sorts of problems to work out, ranging from child care to a curriculum. But, I've talked to the principal and have his support, as well as a place to meet.

A language class won't solve world hunger. Still, I hope that my "Big Idea" can make a small contribution by fostering cultural understanding and appreciation, right within our own neighborhood.

The word is out--now it's time for me to get moving!