Global Welcome: Bridging Cultures in High School
- Jan 19
- 5 min read
Megan Horton, Branson High School, Branson, MO
Intro
Given the community's ties to the tourism industry, Branson High School serves a student population with diverse linguistic and cultural backgrounds. This project advocates for multiliteracy through the creation of welcome banners and custom lanyard badges. By creating welcome banners for the school building and incorporating “welcome” in various languages, families will feel a connection immediately by seeing their native language represented within the building (Basterra & Schlanger, 2017). By providing staff with key phrases in Spanish on a lanyard badge card, they will feel more comfortable interacting with our English Learners (EL). Both of these items will promote inclusivity within our building.
These ideas are supported by the Ontario Ministry of Education (2008), which encourages educators to incorporate families’ cultural heritage into school displays. Other research recommends that schools incorporate culturally relevant materials and diverse perspectives into the school building including “signs that say, ‘Welcome to our School’ in the various languages of ELs” (Haynes & Zacarian, 2018). Doing so not only fosters an inclusive environment for English Learners, but also demonstrates a commitment to embracing and celebrating the cultural diversity of the student body.
Main Objectives:
Cultivate a welcoming school environment for students and families
Support dual-language communication
Improve engagement and enrichment
Empower staff to support EL students
Strengthen community connections
Step-by-Step Plan and Timeline
Week 1: Needs assessment and planning
Send survey to staff members to determine necessary words/phrases for translation cards. Pre-Implementation Staff Survey
Research which languages are spoken within our district to incorporate into the welcome banners.
Week 2-3: Develop multilingual welcome banners and lanyard badge design
Local printing store designs welcome banners and lanyard badges.
Week 4-6: Professional development for teachers/staff
Present the new welcome banners and lanyard badge cards to the staff.
Separate the staff into three groups for rotation activity.
Station 1- introduce welcome banners and translation cards, and share information on the TESOL certification program at Missouri State University.
Station 2- hand out EL Snapshot visual aid created on Canva for staff members. These handouts have basic information about EL students and resources to help teachers better meet the needs of their EL students.
Station 3- watch and discuss comprehensible input video with staff members.
Monitoring and Evaluation:
Send post-implementation survey to staff members to collect qualitative data regarding the implementation of the lanyard badge cards and welcome signs. Post-Implementation Staff Survey
Conduct informal interviews of parents to collect qualitative data regarding the implementation of the welcome signs. Sample Interview Questions
Materials
Mosquito Banner Stand Briteline Rollup Banner x 2
Mosquito 800 Retractable Banner Stand x 2
Translation Cards- Lanyard Badge Cards 4” x 2.625” x 150
Sustainability
The sustainability of the multilingual welcome banners and custom lanyard badges is embedded in their design and implementation. The materials used in creating these items are durable and long-lasting, ensuring they remain functional for an extended period. Furthermore, the cultural and linguistic inclusivity promoted by these initiatives fosters a sense of belonging and community within the school, making them integral parts of the school's identity. The ongoing commitment of educators and staff to support multiliteracy initiatives ensures that these resources continue to be utilized effectively in the classroom and beyond.
While the materials used are durable, there may be a need to update banners and translation cards when students who speak other languages enroll in the school. To address this, a system should be in place to ensure that new staff members receive translation cards and that the content on the cards reflects the languages spoken at Branson High School.
Reflections
The most significant takeaway from this project was the willingness of my fellow staff members to embrace changes that support multiliteracy. Educators genuinely want to do their best to serve the needs of all their students, so they were very excited to receive resources to help support our ELs. From the teacher feedback survey, it became clear that there was a significant need for translation cards, particularly in Spanish, as it is the primary language spoken by most ELs. Teachers frequently mentioned that language barriers presented challenges in the classroom and expressed a strong desire for translation support to improve communication with Spanish-speaking students and their families. Many identified specific situations, such as classroom instructions and parent-teacher conferences, where translation cards would be especially beneficial. Overall, the feedback underscored the importance of providing translation resources to create a more inclusive learning environment and effectively bridge communication gaps.
After distributing the translation cards, the feedback from teachers was overwhelmingly positive. Many teachers reported a noticeable improvement in communication with Spanish-speaking students and their families. The translation cards proved to be an effective tool in bridging language gaps, making it easier for teachers to convey instructions and engage students in classroom activities. Teachers found the cards particularly useful during parent-teacher conferences, as they facilitated more meaningful interactions and helped build stronger relationships with families. The cards also contributed to a more inclusive classroom environment, where students felt more comfortable and confident participating. Overall, the survey results demonstrated that the translation cards significantly enhanced the educational experience for both students and teachers, underscoring their value as a resource in supporting linguistic diversity and inclusion.
Another takeaway was the pride I felt in implementing changes that made our ELs and their families feel more welcome as they entered our building and interacted with staff members. One parent told me that this was the first school they had visited where they saw their native language in print within seconds of arriving. They explained that the banners immediately laid the foundation for a positive relationship between families and staff. Based on the informal interviews conducted with parents, the feedback regarding the new welcome signs has been overwhelmingly positive. The presence of multiple languages on the signs was particularly appreciated, as it demonstrates the school’s commitment to inclusivity and cultural diversity. Several parents shared that the signs have made their children feel proud and excited, knowing their language and culture are recognized and celebrated at school. Additionally, parents noted that the signs have facilitated a more welcoming atmosphere during school events, encouraging more engagement and participation from families. Overall, the implementation of the welcome signs has been a successful initiative, fostering a sense of belonging and unity among students, parents, and staff.
Despite these successes, one barrier that a teacher might face in implementing these changes is communication. There are many people involved in getting these banners and cards in place, which can be overwhelming at times. Building principals must approve the overall idea of the banners and translation cards, as well as their placement. Teachers need to communicate with staff members to brainstorm words or phrases that would be most beneficial to include on the translation cards. Finally, a teacher must communicate with employees at the print shop of their choosing and approve proofs and designs. I was fortunate to have great communication with all people involved, and the process moved quickly. However, I could see where the amount of communication could become quite overwhelming if all parties involved are not responsive.
One piece of advice I would offer other teachers implementing this project is to embrace a growth mindset and be willing to experiment with new approaches to support multilingual learners. Reflect on the unique needs and strengths of the students within your building or classroom and make changes as needed.
References
Basterra, M. del R., & Schlanger, P. (2017). Exploring equity issues: Engaging immigrant and English learner families in their children’s learning. Center for Education Equity, Mid-Atlantic Equity Consortium. https://maec.org/wp-content/uploads/2017/06/Exploring-Equity-Engaging-Immigrant-Parents-in-Childrens-Education.pdf
Haynes, J., & Zacarian, D. (2018, August 15). Creating a welcoming environment for English learners in your school and classroom. Association for Supervision and Curriculum Development (ASCD). https://www.ascd.org/blogs/creating-a-welcoming-environment-for-english-learners-in-your-school-and-classroom
The Ontario Ministry of Education. (2008). Supporting English language learners: A practical guide for Ontario educators grades 1 to 8. https://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf
