Overview of TOCA Online
Speaking a language other than English opens up opportunities in careers and life. Nationwide, early engagement with comprehensive language learning correlates with increased overall academic achievement, cognitive development, and positive attitudes toward different cultures. TOCA (Teens of Color Abroad) exists to bridge the racial gap in the United States regarding access to the most proven ways for youth to become fluent in a new language. TOCA primarily serves students of color from low-income communities and students attending Title I schools, who are highly underrepresented in global education programs and therefore underrepresented in the numerous life and career benefits associated with participating in them. TOCA founder, Lamar Shambley, noted that there were only a few Black students like him in his language learning and study abroad experiences in college. His aim in creating TOCA was to enhance students' language learning experiences, augment their educational outcomes, and strengthen their global competency skills.
In Summer 2020 TOCA partnered with NaTakallam to launch TOCA Online, a virtual language learning and cultural exchange program that allows U.S. high school students of color to study Arabic, Spanish, or French, taught by refugee conversation partners dispersed worldwide. In the TOCA Online program, students take small-group language lessons, connect with like-minded peers across the country, and participate in cultural exchange sessions where they listen and learn from refugees' lived experiences. TOCA Online supplements students' school-based language-learning experiences, increasing their classroom participation and knowledge of global political and cultural landscapes.
Challenges of Engaging Students of Color
Addressing the below challenges requires program developers, students, and families to work together to build trust, create an inclusive environment for learning to occur, and provide adequate resources and support. As a result, it's important to work closely with the communities that one serves to better understand their needs and priorities.
Awareness.Students may not be aware of the opportunities available to them because individuals in their community may have never participated in similar activities, or they may not be aware of the holistic benefits these opportunities afford. A solution to this is to create peer mentorship programs designed specifically for students of color where alumni share their experiences with students and their families. TOCA has developed Community Circles, a space for universities and international education associations to discuss global education opportunities to TOCA participants.
Lack of representation.Students may not see themselves or their cultures represented in the programming, including those leading and facilitating the programs. It is critical to proactively create a diverse workforce to ensure that different perspectives are represented during program development and marketing efforts. TOCA Online receives real-time feedback from students, which helps shape the programs based on students’ needs. Organizations should hire leadership and facilitators who come from similar backgrounds as the students they are serving.
Inadequate preparation and partnerships.Without adequate preparation and training, organizations may perpetuate stereotypes or biases, creating an unwelcoming environment for students. It is important when developing partnerships for stakeholders to have shared goals and priorities for the populations they are serving, and ensure that training is offered before and after programming occurs.
Impact of TOCA Online
Second-language acquisition is important for employability, personal and cultural enrichment, and solidarity building. In many industries speaking multiple languages is advantageous and may help individuals advance within their organizations. Additionally, our students have expressed an interest in learning languages ranging from engaging with their local communities to connecting more meaningfully with relatives outside of the US, which may lead students to identify as heritage seekers when pursuing global education opportunities in college. These types of experiences empower students to share their personal stories (e.g., What’s it like to grow up as a young Black man in America?) in another language, which creates bridges to connect with other cultures.
TOCA Online has enrolled over 300 high school students of color from more than 30 states. Based on 208 responses to TOCA's Global Identity Questionnaire, our findings indicate that our programming has impacted students’ global perspectives and identity. Findings show that students are interested in a career where they can use their language skills, they are interested in studying languages in college, they consider different cultural perspectives when evaluating global problems, and they are interested in having an international career as an adult. Our findings show that our programming is promoting the use of language skills in future academic and professional environments. Although more work needs to be done, TOCA Online is having a positive impact on our students, which demonstrates the need for these types of virtual exchange programs.