One of the early days of the academic year, I was sitting in the school library when the principal entered and mentioned that a woman from Ardabil, speaking Azerbaijani, had come with her son to register him for first grade. Neither spoke Persian. Since I was fluent in Azerbaijani, I was asked to help.

The principal arranged a meeting with three teachers to decide who would accept the student. Sadly, each teacher refused, citing difficulties or existing challenges. The boy’s anxious eyes shifted from face to face, sensing rejection. The mother and son quietly left, and I was deeply upset.

Moments later, Ms. Rahimi, one of the teachers, ran after them and returned with the student, saying, “He can come to my class.” The next day, however, she admitted he didn’t understand anything, especially Persian. I offered to help.

In class, the boy was asked to write the word “water” but froze. I whispered in Azerbaijani, “Yaz su,” and immediately he wrote it. The same happened with “bread.” His issue was not ability, but language. With bilingual support, he progressed rapidly, finishing first grade with a GPA above 19 and learning Persian with an accent.

This experience showed me that language is not a barrier but a bridge—if teachers recognize and respect it.

Scientific and Educational Analysis

۱٫ Challenges and Issues

• Lack of Awareness: The student’s inability to speak Persian was mistaken for inability to learn.
• Discrimination and Lack of Empathy: Teachers’ refusal reflected disregard for his bilingual background.
• Initial Rejection: The rejection could have harmed his confidence and motivation.

۲٫ Suggested Strategies for Teachers

• Awareness of Diversity: Teachers must recognize linguistic and cultural diversity.
• Using the Mother Tongue: Employing the native language at the start builds confidence and understanding.
• Emotional Sensitivity: Empathy and support are crucial for immigrant and bilingual students.

۳٫ Suggested Strategies for Administrators

• Provide Resources: Bilingual materials and tools should be available.
• Teacher Training: Programs must prepare teachers for bilingual and immigrant learners.
• Promote Inclusivity: Schools should foster a culture of empathy and acceptance.

Conclusion

This case demonstrates that bilingual and immigrant students require empathy, awareness, and innovative teaching. Language challenges can become opportunities if teachers use the mother tongue, create supportive environments, and receive proper training. Education must embrace diversity to ensure every child thrives.