Martha Padilla-Ramos and Jose Barrera fondly remember the long car rides south to Mexico each December when they were children. At the end of the trek awaited their cousins, delicious food, trips to church and days of parties to celebrate Christmas. It was a beloved part of their childhood, so the Chicago-area school administrators understand why families make the annual trek to their homelands. But they can't understand why so many families plan these trips to last a month or more, far beyond the traditional two-week holiday break Illinois schools allow.
Luis is one of 21 students who get 30 minutes of English as a Second Language instruction every day at the Roseburg grade school. The rest of the day is spent in their regular classes, and all of Rose's teachers have had training on how to help English language learners. Bringing the children to one location is a new practice this school year. Teacher Christina Byrd said the advantage is that students get more interaction with other children who are learning English.
The campus of California State University San Marcos is nearly deserted at this time of year, but five classrooms have been busy with learning. This week, about 100 fourth- and fifth-graders from a local elementary school have been studying at the university during their winter break in an effort to increase vocabulary development and reading comprehension in new subjects. The program also allows the young students, many of whom come from low-income families and are learning English, to work in a real university setting, and encourages them to start believing that they too can go to college.
One of the first things teacher Suzan Moore does when she meets a new ELL student for the first time is give them a tour of the lunchroom. Moore, who serves as an English as a second language teacher for the Powhatan County, VA school system, is tasked with helping students with limited English skills succeed in their new environment. Moore travels from school to school during the course of her work day, addressing specific issues each student in the program might be having. It might be eighth grade science vocabulary words one day and elementary school phonics the next. One thing is clear, though — her skills are in demand. Since first coming to Powhatan in 2005, Moore has seen the ESL program grow by nearly seventy percent.
When the coach of Clinton Young Elementary's fifth-grade basketball team heard that more tutors were needed to help Hispanic students learn English, he knew who would volunteer. Coach Travis Hensler, a fourth-grade teacher at the Perry Township public school, asked the 10 players on his fifth-grade team to volunteer. They quickly agreed. Sarah Harbert was delighted with the team's response. A teacher in the school's English Language Learners program, she is the one who issued the call for help and immediately assigned the players to start working with the youngest students most in need of assistance.
So in November, the players began early morning tutoring and paired up for about a half-hour with at least one ELL student.
As the University of North Carolina's Hispanic student population has grown, so has the number of classes, faculty members, and recruitment efforts aimed at the Hispanic community. An increase of the campus's Hispanic population by 3.5% from 2000 to 2007 correlates with a statewide trend: between 1990 and 2000, the Hispanic community in North Carolina grew by about 400 percent. For UNC students, the changes mean more opportunities through new classes, a new Latino studies minor, and more study abroad opportunities in Latin America.
Many educators of language-minority students say they teach more effectively when they align their instruction with their students' culture. And some states have teacher-credentialing policies based on a similar assumption. Yet few research studies have actually examined whether culture-based instruction affects the achievement of such students, and a research review by the National Literacy Panel on Language-Minority Children and Youth concluded, for instance, that not one study showed that culture-based education improved achievement in reading and writing, and that more research is needed on the topic.
Matthew Peterson arrives at his office wearing sports sandals and carrying a backpack. He is 35 years old. But with his baby face and hair gel, he looks about 15. Is this the guy who is going to radically change the way your child learns math? Peterson is the inventor of hundreds of computer "games" that teach the basic building blocks of math without relying on language. His method has been adopted by 270 schools, and the MIND Research Institute is boosting scores. It is particularly effective for English language learners since students can play the games even with a limited English proficiency.
Zoom Language Center sits on a gray, industrial block in Ballard that's filled with the sound of muffled machinery and the faint smell of plastic. But step inside Zoom and the world becomes a blur of vibrant colors and little kids so cute they'll have you at "Hola!" Which is how you're likely to be greeted by Angelica Camargo, the energetic 28-year-old owner and director of the center, which offers Spanish-immersion classes for kids as young as 1. Most of the students come from homes where English is the primary language. But anyone is welcome, regardless of their home language.
When Cassandra Luera's oldest son, now 20, was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) at age five, she had nowhere to turn for help. Like many Latino families, hers never discussed mental health needs, and any services that existed were not offered in Spanish. This experience of struggling to support her son's unique needs continues to inspire Luera in her role as a family advocate for the United Advocates for Children and Families (UACF) organization. In this job, Luera, helps families to understand and seek the services they need for their children, and to help them cross any language and cultural bridges necessary.