Speaking in Tongues makes the case for bilingualism, reports Ed Week.
Speaking in Tongues makes the case for bilingualism, reports Ed Week.
Any “English Learner” who scores proficient in English and earns a B average should be out of the program, argues Assemblyman Chris Norby, R-Fullerton, in an Orange County Register commentary. Norby, who’s taught immigrants as a high school and night school ESL teacher, has introduced a bill to do that. Sen. Alex Padilla, D-Los Angeles, has a bill to change the home language survey, which can place a child in the English Learner program if any adult speaks a language other than English ever.
The California English Language Development Test is difficult to pass, especially for those barely able to read, and there is no statewide standard as to what is a passing grade. School funding is based partly on ELL percentages, so there is a financial incentive to keep kids in the program. Annual testing is costly, time-consuming and takes students away from valuable class time.
Parental petitions to remove their kids from ELL are routinely rejected. Some are told that, while their child may be conversant in English, they don’t yet know “academic English.” Well, what first-grader does?
Poorly educated parents don’t know how to get their kids out of ELL status, Norby writes. In Santa Ana, where 11 percent of the K-12 students are foreign-born, 55 percent are classified as ELL. In wealthier Irvine, 19 percent of the students are born abroad – mostly from Asia and the Middle East — yet only 13 percent are ELL.
“In a globalized economy, California’s bilingual kids are an asset to our state and should not be placed in academic dumping grounds,” Norby writes.
Being bilingual makes you smarter, writes Yudhijit Bhattacharjee in the New York Times. Juggling two languages gives “the mind a workout that strengthens its cognitive muscles.”
The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
The cognitive benefits may even prevent dementia in old age.
I’m tutoring a bilingual first grader in reading. When she asked if Spanish was bad, I gave her a pep talk on bilingualism making the brain stronger.
“Dogs can’t really talk,” she responded.
“They can say ‘arf’,” I said. She was not impressed. “No, dogs can’t really talk,” I said. We moved on.
A Mandarin immersion program is drawing white and Asian students to what was a heavily Latino, under-enrolled elementary school, reports the Los Angeles Times. Enrollment is up: Dual-language students may outnumber students in regular classes in a few years.
In 2009, 81% of Broadway’s students were Latino, 15% were black, six were white and none were Asian, reports the Times. “The next year, the new classes of Mandarin immersion students were almost exclusively white and Asian,” though a handful of black and Latino students have chosen the program. Few students are native Mandarin speakers.
Students spend half the day learning exclusively in Mandarin, half the day in English with a different teacher.
“These programs have had very good results for the English speakers, sometimes not quite as great for the other language speakers,” said Sacramento-based bilingual consultant Norm Gold. “But it all depends on doing a quality implementation.”
Even excluding the students in the Mandarin program, Broadway has boosted its standardized test scores — up more than 100 points to 869 on the Academic Performance Index from 2008 when (Principal Susan) Wang arrived. Mandarin immersion students were too young to be tested last spring, but the school’s scores could rise again next year.
Mandarin immersion attracts the children of ambitious, educated parents, most of whom are Asian or white and middle or upper-middle class. No wonder it’s popular with parents.
Via Alexander Russo.
Failure is almost guaranteed for four- and five-year-olds who take California’s test to identify “English Learners,” I write on Pajamas Media. Only 12 percent of entering kindergartners who take the California English Language Development Test (CELDT) are deemed fluent in English, even though 85 percent were born in the U.S., concludes a new study by Berkeley’s Center for Latino Policy Research. Outside of Los Angeles, the CELDT pass rate is 6 percent.
One in three California elementary students is classified as an English Learner. That’s because schools are misidentifying large numbers of children, conclude Berkeley Education Professor Lisa García Bedolla and researcher Rosaisela Rodriguez. As a result, teaching and tutoring resources are spread thin: Some kids are taught skills they already know, while others don’t get enough help.
It all starts with the home language survey, which asks about the child’s first language, the language he or she speaks most often at home, the languages the adults speak at home, and what language the parents speak most often with their child.
If Mom mentions a language other than English — or in addition to English — the child will be given the nearly unpassable CELDT, the researchers find.
Maybe Grandma lives with the family and speaks Spanish? A five-year-old will be given a two-hour test which requires him to talk to a stranger with no parent in the room.
Children that young can’t handle a two-hour test, the researchers say. Observers report children crying and hiding under chairs or tables. CELDT, which keeps getting longer, has added reading and writing questions for children who haven’t started kindergarten.
Schools get more money for English Learners, which provides an incentive to identify as many children as possible and keep them in the program, even when they test as proficient on CELDT. Few children are in bilingual classes these days, but some schools hire aides who provide help in children’s native language — or what’s supposed to be their native language. Many are pulled out of class for instruction in basic English.
More English Language Learners are reaching proficiency on state reading and math tests, according to a Center on Education Policy report. However, it’s impossible to compare data from one state to another, says CEP’s Jack Jennings. From Education Week:
Because of deficiencies in data on ELLs, Mr. Jennings said he’s inclined to think the nation should have a single definition for such students. Currently, each state creates its own definition for an English-language learner under the federal No Child Left Behind Act.
Kenji Hakuta, a Stanford education professor, called for benchmarking “state assessments against trusted common benchmarks such as the National Assessment of Educational Progress to verify if the gains are indeed real.”
By breaking out data on ELLs’ achievement, NCLB greatly increased the information available and the focus on non-fluent students. What’s missing is long-term data on how well former ELLs do over time after they leave the program.
Update: In a long-term study of randomly assigned ELLs, children learned English reading equally well by fourth grade whether they were assigned to Success for All’s Spanish bilingual or English immersion reading program. Both groups of fourth graders closed most of the gap, but not all, with native-English-speaking students. John Hopkins’ Robert Slavin, who designed SFA, conducted the study.
SFA’s transitional bilingual program teaches reading in Spanish, “with a transition to English starting as early as 1st grade and completed by 3rd grade,” reports Ed Week.
The study found that students in bilingual education had an edge in Spanish reading skills over students in English immersion in the early grades, while the reverse was true for English reading skills. But differences evened out by the 4th grade, with students scoring about the same in Spanish and in English, the researchers reported.
Since all teachers used Success for All’s scripted curriculum and received the same training, the only difference was the language of instruction. I think the evidence for quite awhile has suggested that good teaching and a strong curriculum is much more important than the language of instruction.