Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id e7ND4o819851; Wed, 23 Aug 2000 09:04:50 -0400 (EDT) Date: Wed, 23 Aug 2000 09:04:50 -0400 (EDT) Message-Id: <LAW-F216fKwxw4FfAvs00000a10@hotmail.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "Kay Taggart" <kayt51@hotmail.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:4876] NYTimes article on Bilingual Education X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 3216 Lines: 63 Yes, I read the article and I think that the underlying language and tone presented within is truly racist, classist and short-sited. Of course, this is nothing new. However, THIS article is really a keeper -- one to use in professional development to show how issues can be presented in a way that makes oppression sound like a gift from the policy makers to the poor. I understand that bilingual education is often poorly carried out. I understand that California faces a huge challenge with so many languages in each school. I understand that many people have learned to speak English in immersion environments. I am not surprised that test scores have gone up. However, I also understand that we are now doing billions of dollars of manufacturing/trade etc. with other countries, and that bilingualism is now an asset, and may soon be a requirement of successful participation in the workworld. All of the examples in the article focused on Spanish and Hispanic kids. It seems that the underlying theme here is that we feel some incredible need as a nation to rip the Spanish language out from under low-income Hispanic kids and replace it as soon as possible with English. What is not discussed at all is that upperclass people are working hard to put their kids in private and alternative schools where they can gain a second language early. This seems to me a very blatant way to reproduce/maintain the socio-economic status quo. The end of the article had a truly horrendous quote in which a little girl said that "now" when her friends come from Mexico to visit, she can't communicate with them. I don't think this something to be proud of. It makes me ashamed. As a side note, in El Paso, "dual language" programs are growing like crazy. Instead of "weaning kids off Spanish" (from the article), the dual language programs help kids develop full literacy in both languages -- and it doesn't stop in the third or fourth grades. The Alicia Chacon Languages School in the Ysleta ISD began a few years ago. It goes through the 8th grade and teaches English and Spanish all the way through AND adds in a third language that the families choose. Attesting to its popularity, hundreds of kids are on the waiting list, and more and more elementary schools are adding dual language classes at each grade. This approach sees language teaching as an additive not a subtractive process. Hopefully kids in dual language programs will emerge with language tools and other skills that will help them become full participants in the global society and economy. Kay Taggart El Paso >From: joann m boss <esl108b@juno.com> >Reply-To: nifl-esl@nifl.gov >To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> >Subject: [NIFL-ESL:4875] NY Times article on Bilingual Education >Date: Wed, 23 Aug 2000 08:17:11 -0400 (EDT) > > >Hi, >Did anyone read the NY Times article on bilingual education, Sunday, >August 20? What are your thoughts? >It seems to me that Oceanside is trying to put a nail in a coffin. > >JoAnn Boss > ________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com
This archive was generated by hypermail 2b30 : Tue Jan 16 2001 - 14:45:05 EST