Issues of Diversity & the Literacy Solution
Recently I attended a family gathering where I had the opportunity to have engaging and prolonged discussion regarding public education. That evening, one couple (husband and wife) formerly taught in the Jersey City public school district. Upon learning about my pursuit of a Masters Degree in Literacy Education, the couple applauded me for my choice, as they thought that most performance problems in education would require a solution rooted in literacy. The couple then described a complex problem faced by the Jersey City school district. Consider the following:
New Jersey is among many states that have received a surge in immigrant population. The children of these immigrants did not complete a formal education in their country of origin compatible with the American public education system. These students are then required to learn a second language when they aren’t proficient in their first language. They cannot fluently read, write, or speak their native language. They have not yet grasped many of the basic skills of their native tongue. This raises the question of where to begin the process: provide basic skills assistance in their original language, or begin from “scratch” in English.
Even if the school system was designed to reorient students in their native language, how can they compensate for a widening palate of languages? At a given time, ESL / ELL teachers may be dealing with as many as a dozen different languages at one time. The assumption is that most ESL students speak Spanish; however, this is largely not true. The largest trend of recent immigration is from the continent of Asian; students range from India, Eastern Europe, the Middle East, China, Japan, Korea, Egypt, etc. Considering the vast differences in writing and grammatical structures, is it possible to provide one comprehensive program for all?
I once heard that it takes two years to become fluent in conversational talk, and seven years or more to engage in academic language. Considering the fact that many content area textbooks are loaded with subject specific vocabulary, can we expect these English Language Learners to effectively grasp Social Studies or Science? Additionally they are required to participate in certain state mandated tests. Imagine a student that can barely speak the language taking a 100-minute multiple-choice test. Are we setting these students to drop out? Should the schools forgo the science and social studies curriculum in favor of literacy, especially at the high school level?
The schools themselves face additional challenges. Typically these immigrants flocked to urban areas of low income, such as Jersey City or Camden, where rent is more affordable than their suburban counterparts. How are these schools equipped to deal with this special segment of the population when they are pressed to deal with a body of students that are failing or barely passing the standardized tests such as the GEPA and HSPA (which is required for high school graduation). There is a high mobility rate among the immigrant population, as their parents move from town to town (or back to their original country) to follow work. How is possible to address the needs of these students when they don’t stay long enough for the school district to make a difference in the life of that child?
I wholeheartedly believe that America’s constitution relies on the cultural exchange of our diverse population. Art. Music. Scientific innovation. Literature. Sports. Politics. Even our adaptation of the “English” language to inherit the terms of various tongues. Our story, American history, is that of immigrants finding new ground. My concern is that if these new immigrants cannot acquire mainstream literacy practices, they will be excluded from the fullest potential of democratic participation.
New Jersey is among many states that have received a surge in immigrant population. The children of these immigrants did not complete a formal education in their country of origin compatible with the American public education system. These students are then required to learn a second language when they aren’t proficient in their first language. They cannot fluently read, write, or speak their native language. They have not yet grasped many of the basic skills of their native tongue. This raises the question of where to begin the process: provide basic skills assistance in their original language, or begin from “scratch” in English.
Even if the school system was designed to reorient students in their native language, how can they compensate for a widening palate of languages? At a given time, ESL / ELL teachers may be dealing with as many as a dozen different languages at one time. The assumption is that most ESL students speak Spanish; however, this is largely not true. The largest trend of recent immigration is from the continent of Asian; students range from India, Eastern Europe, the Middle East, China, Japan, Korea, Egypt, etc. Considering the vast differences in writing and grammatical structures, is it possible to provide one comprehensive program for all?
I once heard that it takes two years to become fluent in conversational talk, and seven years or more to engage in academic language. Considering the fact that many content area textbooks are loaded with subject specific vocabulary, can we expect these English Language Learners to effectively grasp Social Studies or Science? Additionally they are required to participate in certain state mandated tests. Imagine a student that can barely speak the language taking a 100-minute multiple-choice test. Are we setting these students to drop out? Should the schools forgo the science and social studies curriculum in favor of literacy, especially at the high school level?
The schools themselves face additional challenges. Typically these immigrants flocked to urban areas of low income, such as Jersey City or Camden, where rent is more affordable than their suburban counterparts. How are these schools equipped to deal with this special segment of the population when they are pressed to deal with a body of students that are failing or barely passing the standardized tests such as the GEPA and HSPA (which is required for high school graduation). There is a high mobility rate among the immigrant population, as their parents move from town to town (or back to their original country) to follow work. How is possible to address the needs of these students when they don’t stay long enough for the school district to make a difference in the life of that child?
I wholeheartedly believe that America’s constitution relies on the cultural exchange of our diverse population. Art. Music. Scientific innovation. Literature. Sports. Politics. Even our adaptation of the “English” language to inherit the terms of various tongues. Our story, American history, is that of immigrants finding new ground. My concern is that if these new immigrants cannot acquire mainstream literacy practices, they will be excluded from the fullest potential of democratic participation.
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