Journal 3: American Family's Language Learning Experience in Russia

This journal entry analyzes the language learning experience of an American family in Russia, as detailed in the article "My Family's Experiment in Extreme Schooling." The family's initial challenges, including the children's bewilderment and isolation due to the language barrier, are discussed, along with the parents' anxieties about their children's adjustment to a strict, Russian-speaking school. The journal highlights how the family overcame these difficulties, eventually achieving fluency in Russian and adapting to a new culture. The entry relates the family's experiences to concepts of bilingual education and cultural immersion, emphasizing the importance of early language exposure and the challenges faced by immigrants. The author reflects on the balance between cultural identity and the benefits of multilingualism, providing insights into the family's journey and its broader implications for language acquisition and cultural understanding. The article stresses the importance of bilingual education and its benefits for both academic and professional success. The journal offers a detailed analysis of the family's experience, the challenges they faced, and the lessons learned, providing a comprehensive overview of the topic.

Running Head: ENGLISH 1
language learning experience
Author's Name
Institutional Affiliation
Introduction

EDUCATION 2
The article “My Family’s Experiment in Extreme Schooling” is based on the experiences
of an American family that moves to Russia (Levy, 2011). Clifford Levy, New York Times
reporter and his wife Julie Dressner decide to enroll their three children in a Russian school
instead of the international school. The couple called it their project, a family's experiment with
extreme schooling. The article and video offer insight into the American family’s experiences in
Russia and the challenges their children faced in their classrooms.
The article and the video describe those months of misery felt by the American family in
Russia. Brooklyn-bred children had little clue as to what was going on in the classrooms where
all the instruction were given in Russian. The story tells how the children gradually coped and
adapted to their new environment and how they overcame their language issues. After four years
of staying in Russia, they were fluent in the Russian language. The article forces one to think
about the challenges faced by an immigrant in any country and the dominant role of the
language.
Millions of people live in different societies and come from various cultural
backgrounds. They speak different languages and face multiple challenges when they move to
another society or country. This is the reasons why many education sitters and curriculum are
focusing on bilingual education that can promote better understanding and support in educational
settings and help in employment and success of students (Ozfidan, Burlbaw & Kocabas, 2018).
A bilingual education program can undoubtedly help the minority students academically and
professionally. In the case of above American family if the children were exposed to bilingual
education at home and had and opted for the Russian language, clearly, they would have had to
face fewer challenges when adjusting to a new country and school.

EDUCATION 3
The American family’s experience in Russia initially was full of torment and anxieties.
The parents wondered if they did the right thing by putting their children in a private school that
was strict and disciplinary and where everyone spoke Russian. However, their experiment paid
off, and today they feel proud of their children and how they emerged triumphant. Today, their
children are fluent in Russian, and an early exposure to a different country and culture will
promote a better understanding for other cultures. Early childhood programs with effective
partnerships between families from linguistically diverse backgrounds can create desired aspects
among children like trust, respect and equality (Cheatham, & Nyegenye,2017). Early educators
can promote knowledge among children from various immigrant backgrounds thereby
meaningful dialogue and partnerships.
In the above case, it was indeed tough for the whole family. The parents felt helpless as
their children were themselves bewildered and isolated and were teased by the Russian children.
Gradually as they settled and became used to their new life, they became more fluent in Russian
language, they faced another awkward issue of belonging and identity. They wondered if they
were more Russian and less American (Levy, 2011). It is interesting to see how the children
found the right balance by integrating their American identities into the school, rather than
alienating them. Thus, in the end, it is about striking the right balance and give each culture and
language the space and understanding. To conclude the above discussion, it is always an
advantage to know another language and get exposure to other cultures very early on in life.

EDUCATION 4
References
Cheatham, G., & Nyegenye, S. (2017). Linguistic Differences with Bilingual Parents Who are
Immigrants: Words for Dialoguing About Young Children. Early Childhood Education
Journal, 45(5), 685–692.
Levy, C.J. (2011, September 11). My Family’s Experiment in Extreme Schooling, New York
Times Retrieved from https://www.nytimes.com/2011/09/18/magazine/my-familys-
experiment-in-extreme-schooling.html?_r=1
Ozfidan, B., Burlbaw, L. M., & Kocabas, S. (2018). Investigating Attitudes towards a Bilingual
Education Curriculum: A Scale Development Study. Revista de Cercetare Si Interventie
Sociala, 62(1), 9–20.