EDUCATION: Task force recommends help for English learners

[Jeanfromfillmore]

In 2009 the State of California spent $192,573,000 and the US spent $665,484,000 on Adult Ed ESL. This is not part of the billions spent for regular education’s ESL that this article speak of, but it is part of what was once called Adult Ed or Night School. It also does not include the Hispanic Serving Institution Education Grant of $5,302,000 or the $358,168,000 Migrant Education Grant or the $80,557,000 Migrant Employment Grant or the Programs for Disadvantaged Migrants Grant of $132,668,000. Those are just a few, there are plenty more, of our tax dollars going to people who are illegally in this country.

But when you consider that most, and I do mean most, of those that are bilingual in both Spanish and English, that only associate with “their” people will only speak English if they have to and feel no obligation to teach those around them, this money spent is an insult to the tax payer. These same people become indignant is you ask them to speak English. These are the same people who insist on interpreters at hospitals, city council meetings and all these classes. And I know for a fact that many of the classes are barely half full.


EDUCATION: Task force recommends help for English learners
Schools in the Corona-Norco district should be more consistent with efforts to help students learn English as a second language, a district task force has recommended.
"We have some schools that are better than others" at helping students become proficient in English, said Sam Buenrostro, facilitator of the Corona-Norco Unified School District's English Learner Task Force.
Taking steps to help English learners is easier for schools that have more students who need the help, said John Reynoso, Garretson Elementary principal and a task force member.
The goal is to raise the achievement levels of English learners, said Buenrostro, who is principal of Centennial High School and is being promoted to a post in the district office.
About 24 percent of Corona-Norco students were classified as English learners last year, the California Department of Education says. That percentage has remained fairly consistent over the past 10 years, Buenrostro said.
Partly because not enough English learners scored as proficient for their grade level on standardized tests last year, Corona-Norco entered Program Improvement this year under the federal No Child Left Behind law.
English language arts scores for students learning English are a challenge for schools throughout the state, Buenrostro said.
As part of the Program Improvement process, the district surveyed teachers, parents, principals, other administrators and schools staff. The survey results showed gaps in training and practice.
One recommendation is for all English learners in elementary schools to spend at least 30 minutes a day in an English Language Development class. Most schools teach those classes, but some aren't as consistent as others, Reynoso said.
Suzanne Adame, who teaches English Language Development at Garretson, said she focuses on oral language with visual cues and pictures for first-graders.
Students are urged to use prepositions, such as by and next to, correctly, said Garretson Assistant Principal Audrey Okonkwo.
"Many of them know simple phrases but they can't answer questions in complete sentences," she said.
Students practice that skill.
"The dictionary is next to the books," one boy told a classmate as he pointed to a picture.
In another English Language Development class, students practiced answering the question, "Why do we use maps?" Teacher Grace Martinez said she makes sure students use the correct verb tenses and complete sentences.
"Research says it takes three to five years for a really strong foundation" in English, Buenrostro said.
With students of every age arriving from other countries, teaching English is an ongoing effort, educators say.
Schools are expected to start working on all six of the task force's recommendations during the 2011-12 school year, Reynoso said.
Some strategies will require additional training for teachers as they set goals in each lesson for language and vocabulary as well as content knowledge, he said. Schools get state and federal funds for such training, Buenrostro said.
http://www.pe.com/localnews/stories/...8.40530e2.html

[Ayatollahgondola]

In 2009 the State of California spent $192,573,000 and the US spent $665,484,000 on Adult Ed ESL. This is not part of the billions spent for regular education’s ESL that this article speak of, but it is part of what was once called Adult Ed or Night School. It also does not include the Hispanic Serving Institution Education Grant of $5,302,000 or the $358,168,000 Migrant Education Grant or the $80,557,000 Migrant Employment Grant or the Programs for Disadvantaged Migrants Grant of $132,668,000. Those are just a few, there are plenty more, of our tax dollars going to people who are illegally in this country.

[Twoller]

You've really been doing your homework, Jean. ESL classes are definitely a waste of money and time and serve nobody who values US citizenship.

Nobody should reside in this country who does not speak English. If you want to come to this country, then you should be able to speak English before you get here, not after. And when you participate in public affairs or interactions of any kind, you should speak English.

That being said, more English speakers should speak a second language. We should consider basic education to include learning a second language and that second language should not be English. This is something to be encouraged in people for whom English is a first language.

[ilbegone]

I read this in the paper this morning.

It has to do with interest, and whatever the parents might value for education and other attitudes.

Some years ago when her children were young, Elena was a teacher's aid for a while. She told me that there wasn't an ESL at that time in any of the numerous Asian languages. So, the Asian kids learned Spanish on the playground from the Mexican kids, then learned English in class from the Latin American orientation of the ESL classes.

As a rule, the Asian kids went on to generally surpass the kids with Mexican national parents in English proficiency and classroom studies.