Building Community and a Positive Work Culture

Based in Austin, Texas, Dr. Hind Louali began her career in medicine, working in various teaching hospitals before going into education administration. As founder of Ecole Jean-Jacques Rousseau (French School of Austin), Dr. Hind Louali oversees all operations of the school.

While medicine and educational leadership require very distinct skills, the professions share common activities such as building community through a positive work culture. Studying to work in education leadership (administrator) and training for a medical degree involve very different activities, but because of the high-profile nature of both occupations, understanding the complexities of work culture as it relates to building community is integral to working in both areas.

Building community at work begins with establishing a positive work culture. This includes modeling, which is manifested through behavior, language, actions, and expectations. Because leaders typically set the example for workers, their attitudes can affect those of subordinates and other employees.

A positive work culture translates into healthy communities in both instances. In education, these communities contribute to sustainable family and community partnerships. Furthermore, these communities establish a sense of transparency and trust among stakeholders (teachers, students, and families) that plays a great role in promoting positive student outcomes.

In health care, a positive work culture makes for team building. This team building facilitates the many processes involved with health care that ensure patients receive the care they need. Ultimately, while education and medicine are two different fields, building community through a positive work culture is a common duty both professions share.

Data Suggests Bilingual Education Delivers Diverse Benefits

In 2005, Dr. Hind Louali founded Ecole Jean-Jacques Rousseau in Austin, Texas, to provide students with a French education. Among her areas of focus, Dr. Hind Louali offers students the opportunity to learn French as a second language in accordance with French Ministry of Education curriculum guidelines.

The body of research related to bilingualism continues to grow, and studies suggests students who achieve biliteracy may enjoy diverse benefits as a result. According to an article by NPR, research on bilingualism shows potential benefits that include improved attention and empathy, increased school performance and engagement in general, and gains in many other important areas of development.

For instance, one influential study was completed by Jennifer Steele at American University. A four-year randomized trial, it tracked the performance of middle school students who participated in bilingual education and those who had not in Portland, Oregon. Among her finding, Steele said students with biliteracy moved ahead of single-language students in the area of English-reading skills by an entire school year.

 

Austin-Based Think Bilingual Encourages Second Language Learning

The founder and director of Ecole Jean-Jacques Rousseau (the French School of Austin), Dr. Hind Louali supervises all school employees and oversees the development of the school’s French language immersion curriculum. Outside her leadership role with the French School of Austin, Dr. Hind Louali serves as a member of the board of directors for Think Bilingual.

Nonprofit organization Think Bilingual aims to provide Austin citizens with tools and services that make bilingualism and second language acquisition more accessible. Think Bilingual promotes bilingualism and multicultural understanding through its Outreach Program, which offers workshops and educational series that teach families how to support bilingualism in their homes.

Participating in community events such as the Univision Familia & Hogar Expo, Think Bilingual shares helpful tips with parents on incorporating a second language into home life. Think Bilingual has also sponsored and hosted screenings of the documentary Speaking in Tongues, about several families who placed their children in American public schools where the teacher did not speak English.