The Los Angeles Times published six letters in
reaction to an editorial supporting Proposition 58. The first is mine. The rest are bizarre. Below are the letters and my comments.
To the editor: I strongly agree with your
editorial. In fact, bilingual education is even more effective than the Times'
sources indicate.
( “Return to bilingual education,” Editorial, Sept.
7)
The most rigorous research design is to compare the progress of children
in bilingual programs and children in all-English programs with similar
backgrouds.
In general, these studies have shown that children enrolled in bilingual
programs do better than children in all-English programs on tests of English
reading.
Bilingual programs do not prevent the
acquisition of English – they facilitate it.
Stephen
Krashen, Los Angeles
To the editor: In my experience
as an educator, teachers — even previous bilingual education teachers — who
observed Prop. 227 from Day 1 of kindergarten were almost shocked to see how
much students from Spanish-speaking communities understood when immersed in
English, and became fluent far more quickly than those starting in Spanish and
gradually “transitioning” to English.
Regrettably, there are too many people in
education and politics who have a vested interest in keeping these kids “in
their place” while espousing that they have their best interests at heart.
Prop. 227 failed to meet the students’ needs
only because too many schools failed to follow the law, and Prop. 58 would only
legalize what is already under way.
Prop. 58 should fail and a serious expose of
current practices is long overdue.
Wayne
Bishop, Altadena
SK
comment: Bishop says that teachers tell him that children
acquire English rapidly without bilingual education. We don't know how many teachers he has talked
to, and Bishop is clearly not aware of this research cited in my letter. Wayne
Bishop is a math professor at Cal State. Longtime critic of bilingual education
and a traditionalist in math education.
To the editor: Changing the law is just
a smoke screen for the real problem: a lack of budget for training parents to
speak English, because students lose the benefits of immersion learning when
they do not speak English at home.
If you want to find great charter school, just
pick one that funds adult education to learn English. If you want a great LAUSD
school, find one where the principals support adult education, instead of
lobbying the neighborhood to go back to the old system for their own personal
benefit.
Harold
Walter, Northridge
SK comment: Walter says
we should make sure parents learn English, and English should be spoken at
home. Obviously unaware of the
research showing that students who
continue to use the native language at home do better in school than those who
move exclusively to English, and have a more active social life.
Bhatnagar, J. 1980.
Linguistic behavior and adjustment of immigrant children in French and
English schools in Montreal. International Review of Applied Psychology 29:
141-158.
Dolson, D. 1985. The effects of Spanish
home language use on the scholastic performance of Hispanic pupils. Journal of
Multilingual and Multicultural Development, 6, 135-155.
To the editor: To be clear, parents
are continuously fighting to have their voices heard in the education
conversation, so I doubt that Prop. 58 would empower them overnight.
The new accountability system for schools seems
to be unclear and confusing. Furthermore, the editorial goes on to state that
immigrant parents and their school districts should be trusted to work this out
together, but I believe often times immigrant parents can't get translators at
district meetings.
No, I don't trust Prop. 58. Let's first work to
improve our current education system, and encourage school districts to find
ways to further dual language immersion programs that work.
Evelyn
Macias, Reseda
SK
comment: This
letter says out that 58 will
not empower parents, because many don't speak English well can't get
translators at district meetings. (So lets get more translators!) Says 58 is
premature but presents no arguments against it.
To the editor: There’s another hugely
important point: How vital it is for English-only children to learn at least a
second language, if not more. There is no better way to learn about the culture
and history of another group of humans than through the study of their
language.
Luckily for me, back in the 1950s, I was sent to
a private school. Beginning at age six, every one of us was immersed in German,
every day of our lives; Spanish and French, frequently and later on, Greek and
Latin. I became fluent and comfortable in the cultures and histories that were
taught as a natural accompaniment to the language classes.
Kristene
Wallis, Valley Village
SK
comment: This writer wants
more emphasis on foreign languages for English-only children. Assumes this is an either-or issue, and is
irrelevant to the question of Prop. 58.
Conclusion:
If letters 2 through 5 represent the public's
reaction to Proposition 58, it will not pass.
Studies done in the 1990's show that the public agrees with the
principles underlying bilingual education, but do not realize that bilingual
education is based on these principles. (See Question 46 in Crawford, J. and Krashen, S. 2015. English Learners in American Classrooms. DiversityLearningK12.)
We need to get busy.
We need to get busy.
PS: I cannot respond to letters 2-5 in the LA
Times. They only allow one letter every 60 days.
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Harold Walter's comment about us somehow discouraging parents to talk to their children in their heritage language is prejudicial. I am shocked that any publication would allow this. Language minority families should never be made to feel ashamed for their heritage language, particularly by schools.
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