In the library, three students sit at a table. Two of them speak enthusiastically in a language unfamiliar to the third. Their conversation flows effortlessly under the bond of a shared language. Meanwhile, the third student remains silent, unsure how to join in, hesitant to interrupt, and quietly stung by the feeling of exclusion. The third student considers speaking up, but the words never come.  

“I have witnessed language exclusion since I first came to Webb,” Marc Zambrano (‘26) said. “It was in Evo Bio class my freshman year …I was a bit bothered.” 

As a boarding school with students from around the world, Webb is a multilingual community. For many students, speaking their native language is a natural and comforting practice. Often, this happens out of habit, not an intention to exclude. The challenge to solve language exclusion comes when language is deliberately used to exclude others. 

“I think language exclusion is quite difficult to solve because there are people who know they are excluding others [by speaking another language], but they just won’t change,” Triet Pham (‘26) said. 

Sometimes, language is wielded as a tool to speak in ways others cannot understand, to discuss something privately or to talk about someone in their presence without being understood. These moments are times when exclusion is not accidental — it is in these moments that we seem to disregard basic politeness and decency in our actions. Why speak about something in public if we do not want others to understand? Why talk about someone right in front of them? And beyond that, why say these things at all? 

This dilemma, where students employ language for exclusionary purposes, raises deeper concerns: insofar as language is used for exclusionary purposes, should there be guidelines regarding language use, and if so, what guidelines should there be? 

Classrooms should be spaces where a common language is expected, yet Webb students fail to do so.  

“As a PA, I do hear students use other languages in class, and I think in classrooms and academic settings, students should speak a shared language,” Marc said. “Beyond that, I don’t think faculty or admin should intervene. 

The boundaries of language use are more ambivalent in the dorms. Many dorm prefects have witnessed or experienced language exclusion firsthand. 

“People are very comfortable in the dorms, so when they speak informally, sometimes in their native language,” Samantha Wang (‘26) said. “It leads to exclusion, but by the time they realize they are excluding others, it has already happened.” 

“We want the dorm to be a place where people feel comfortable, and language is part of that,” Lucci Troendle (‘26) said. “If you say you can’t use certain languages, people feel excluded as well.” 

A dorm cannot truly feel like home if students are not allowed to speak their native language. For international students, speaking their language is a source of comfort and connection, particularly for those who have come here alone. Asking these students to stop speaking their language, when they are already navigating cultural adjustments, is an unreasonable request. 

“I feel homesick and want to go back home,” Mary Li (‘28) said. “But because there are many international students in my dorm, and my roommate speaks Chinese, I feel better, and it is helpful.” 

So, what is the alternative? John Choi, the Director of Equity, believes that positive steps can be taken without imposing restrictive rules.  

“We can include discussions about language exclusion in our freshman year program,” Mr. Choi said. “This [approach] would help new students understand the importance of inclusivity from the start.” 

More importantly, he emphasizes that the core issue is not just language but how we treat one another. 

“It is not necessarily about the language itself because sometimes students speak the same language but discuss topics that are exclusionary to others,” Mr. Choi said. “That can also create a sense of exclusion.” 

Language exclusion is a symptom of a larger issue: a lack of empathy. Are we considering those around us? Are we making an effort to include others, even when inconvenient? So far, all around campus, the answer seems to be no.  

At the end of the day, fostering an inclusive community requires kindness. Kindness can mean making space for others in a conversation, even when it would be easier not to. Kindness can also mean supporting those struggling with homesickness by embracing shared language. 

It is okay to recognize that we may have participated in language exclusion ourselves. What matters is learning from these moments and making a conscious effort to be more mindful. Once we are aware, we must avoid normalizing exclusion or allow it to define our community. 

When you witness language used to exclude others, encourage a common language in shared spaces. Even if it feels awkward in the moment, it creates a more meaningful and inclusive environment for everyone. If you experience language exclusion, speak up — big change starts with small acts of bravery. 

Awareness may be the first step in addressing language exclusion, but achieving long-term results requires demonstrating kindness in all situations. Administrators must also recognize that language exclusion is not a simple issue for those affected. Switching languages can strain relationships between people who share an identity, making it a deeply personal challenge. That is why we need to redefine kindness. 

The way we show kindness may vary depending on each situation, but at its core, it means recognizing that other people’s feelings matter just as much as our own. By taking actions to make others feel valued, we all create an environment where everyone feels respected and included, regardless of the language they speak.