Wasted Potential
Native
language instruction is the absolute best alternative for any child who does
not speak English or whatever the target language may be. When dealing with a
population that is as large as the Hispanic, Vietnamese or Chinese, native language
instruction is a viable and preferred option because the child is able to
receive the academic instruction he or she needs while learning English. The
more subject matter the child comprehends, the better the English acquisition.
The more literate a child is, the better that child will be able to use English
in an academic setting.
But
how do I address the point that some children in bilingual education programs
seem ill prepared even by sixth grade for academic learning in English? Many
tend to blame the system which instructed them making use of their native
language. These individuals see any time spent learning in one language as time
wasted and would be better spent learning in English. After all, learning in
another language takes time away from English. Is this a valid point? I believe
this is not because well developed bilingual programs use native language
instruction to make input in English understandable.
When
I see these statistics, I immediately begin to look at how the bilingual program
is implemented. Many times bilingual education is blamed for dismal scores, but
the program is not really bilingual education. It is only in name that it
identifies itself with bilingual education. We are receiving the blame for
programs that do not follow bilingual theory as proposed by the researchers in
the field, Krashen, Cummins, Collier and Thomas, Wong-Filmore, etc..., rather
some schools believe that the best thing to do is to teach these kids English
as soon as possible without giving them the proper academic base in their
native language. What happens is that these kids leave the so-called bilingual
program being functionally illiterate in two languages. Their spoken Spanish is
horrible and even though their oral English fluency is quite high, they are
years behind academically.
On
the other hand, I have learned of some schools that try to implement a good
Spanish language curriculum, but they do so without implementing a strong
academic English component. Therefore the students make it to Jr. High being
literate, a definite plus, but with very little comfort or familiarity in
English, a definite minus.
Still
yet, some schools have no goals nor expectations for their bilingual students,
as the district has not properly defined what bilingual education is. The
proper personnel is not hired nor trained correctly. These districts simply put
teachers in the classroom that speak Spanish, but I have brought this up
before. Speaking Spanish is not the ultimate prerequisite for becoming a
teacher in a bilingual program. Being a teacher who speaks Spanish and is able
to teach cognitively in that language is the prerequisite. Many cannot explain
in the native language what cause and effect means, what main idea means, what
sequencing means or any other skill needed in reading. I will not even mention
science related concepts. These kids are taught in the native language, yes,
but they do not learn to learn. The question of personnel is another valid
issue that must be addressed when looking at the possible reasons as to why
bilingual programs do not seem to be successful because poor teachers yield
poor students.
To
summarily dismiss bilingual education is a rash response to a much more
complicated question. It is time to recognize the potential that bilingual
education holds. So much of its potential is wasted because of poor
implementation and hiring practices by some districts. School districts need to
improve their educational systems and to do this school districts need to
attract, hire and retain qualified teachers and especially teachers in areas of
need such as bilingual education. School districts need to be aware of how to
properly implement all of its special educational programs including bilingual
education. What bilingual educators can do is a very specialized skill that
unfortunately is misunderstood by school districts as well as by the public it
serves. Moreover, what successful bilingual students can do is equally
impressive. Imagine seeing young children easily handling academic instruction
in two languages, reading in the native language the works of Twain or
Cervantes. If more of this potential were seen, bilingual education would not
be under constant attack. I see everyday the amazing things these children can
do. That is why I will not cease to try to educate the public. What we do is
worth so much. Bilingual education is the best poorly implemented program that
the United States has to teach English language learners. Let’s begin to
realize its potential, not destroy it.
Stephen Pollard