Comments on: Measure 58: English-only instruction? http://www.technoearthmama.com/2008/09/measure-58-english-only-instruction/ A Web 2.0 mom working toward a sustainable lifestyle Sun, 05 Sep 2010 18:37:09 +0000 hourly 1 http://wordpress.org/?v=3.0.1 By: Corina http://www.technoearthmama.com/2008/09/measure-58-english-only-instruction/comment-page-1/#comment-600 Corina Wed, 17 Sep 2008 22:10:29 +0000 http://www.technoearthmama.com/?p=195#comment-600 I've seen many different models for bilingual education and many different results. Not any one model will work for every student. Far too often, a child begins with one model and a year later another model is introduced and the child has to, basically, begin almost at the beginning. This cycle repeats over and over again. The child loses their native language and doesn't advance in the second language. They get caught between the cracks. It's also important to note that even with the same model for bilingual ed, each teacher is different and implements the program differently, unless it is a scripted program (such as is being used in the Los Angeles Unified School District with much debate about its benefit and success or lack thereof). I've taught bilingual kids in different programs within the same school district (in Glendale Unified School District in southern California). One problem is the number of students. My first ever class had 41 sixth graders all of whom were non-English speakers, except one. I was a first year teacher on an Emergency Teaching Credential (no credential, just working on one due to the need for teachers). The main reason this worked as well as it did is because I am a native Spanish speaker. Had they had a non Spanish speaking teacher, it would not have worked. I'm not familiar with Oregon's bilingual ed programs. It's a very fascinating and frustrating situation. I’ve seen many different models for bilingual education and many different results. Not any one model will work for every student. Far too often, a child begins with one model and a year later another model is introduced and the child has to, basically, begin almost at the beginning. This cycle repeats over and over again. The child loses their native language and doesn’t advance in the second language. They get caught between the cracks.

It’s also important to note that even with the same model for bilingual ed, each teacher is different and implements the program differently, unless it is a scripted program (such as is being used in the Los Angeles Unified School District with much debate about its benefit and success or lack thereof).

I’ve taught bilingual kids in different programs within the same school district (in Glendale Unified School District in southern California). One problem is the number of students. My first ever class had 41 sixth graders all of whom were non-English speakers, except one. I was a first year teacher on an Emergency Teaching Credential (no credential, just working on one due to the need for teachers). The main reason this worked as well as it did is because I am a native Spanish speaker. Had they had a non Spanish speaking teacher, it would not have worked.

I’m not familiar with Oregon’s bilingual ed programs. It’s a very fascinating and frustrating situation.

]]> By: Wendy http://www.technoearthmama.com/2008/09/measure-58-english-only-instruction/comment-page-1/#comment-599 Wendy Wed, 17 Sep 2008 20:10:34 +0000 http://www.technoearthmama.com/?p=195#comment-599 Of course, that's exactly the kind of situation that those people think the ballot measure will change--oh, if ONLY that dear little girl had been going to ENGLISH-ONLY classes, she's be able to speak English!--etc. What really annoys me about that kind of ballot measure--I can't remember if I mentioned this the last time you wrote about it--is that I think we should do everything we can to keep those kids' Spanish (or whatever) skills up. We spend years in high school and college trying to develop the language skills these kids already HAVE. Of course, that’s exactly the kind of situation that those people think the ballot measure will change–oh, if ONLY that dear little girl had been going to ENGLISH-ONLY classes, she’s be able to speak English!–etc.

What really annoys me about that kind of ballot measure–I can’t remember if I mentioned this the last time you wrote about it–is that I think we should do everything we can to keep those kids’ Spanish (or whatever) skills up. We spend years in high school and college trying to develop the language skills these kids already HAVE.

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