Implementation of Dual Language Programs in Primary education
ABOUT ME
Hello! Let me introduce myself before I expand on the project that I focused on for my senior capstone this term. My name is Paola Velazquez and I am a senior at Portland State University. I am double majoring in Child, Youth, and Family Studies and Social Science.
Although I have known Oregon for many years and have lived in Clatsop County for most of my life, I was actually born in Patzcuaro, Michoacan, Mexico. My family immigrated here when I was around four and I have had the opportunity to be able to go and visit my hometown over the years for several months.
Pursuing the American Dream, my parents came without knowing what barriers they would have to climb, both of them only knew English, and were unable to obtain any education despite a few years in primary school. With that said, my parents wanted us (my siblings and myself) to conquer the world, to achieve our dreams, whatever they might be. This encouraged me to pursue a higher education and become a first generation student. I dream of one day being able to work with immigrant/refugee families and being able to guide them through their transition into this community.
Hello! Let me introduce myself before I expand on the project that I focused on for my senior capstone this term. My name is Paola Velazquez and I am a senior at Portland State University. I am double majoring in Child, Youth, and Family Studies and Social Science.
Although I have known Oregon for many years and have lived in Clatsop County for most of my life, I was actually born in Patzcuaro, Michoacan, Mexico. My family immigrated here when I was around four and I have had the opportunity to be able to go and visit my hometown over the years for several months.
Pursuing the American Dream, my parents came without knowing what barriers they would have to climb, both of them only knew English, and were unable to obtain any education despite a few years in primary school. With that said, my parents wanted us (my siblings and myself) to conquer the world, to achieve our dreams, whatever they might be. This encouraged me to pursue a higher education and become a first generation student. I dream of one day being able to work with immigrant/refugee families and being able to guide them through their transition into this community.
Capstone project
Background
Clatsop County is a small community that hasn't been as diverse in population compared to Portland. I have had great adventures throughout the Pacific Northwest, and I have very fond memories of growing up in this community. With that said, I think it is always necessary for someone to reflect on all aspects of one's life, even if they might be uncomfortable. When I was in elementary, I experienced some situations that weren't so pleasant. Even though I loved the thought of school and learning, there was always a part of me that felt like I was not supposed to be there. This sense of being an imposter. That I was undeserving of being in this country. As I grew, I tried to understand the feeling and thoughts that would go through my head. Unfortunately, I didn't have any answers until I started my higher education at PSU. I was blind to see many things happen within my community. Taking some courses at Portland State made me realize that I had experienced things that were not acceptable, but I was just a child who was unable to see the hegemony systems that are established in our society.
There is a specific incident that happened to me in the fourth grade. I got called into the principles office with one of my friends when we got told that another student heard us talking (in Spanish) and she felt very uncomfortable. Due to this, the principle said we should not talk in Spanish anymore during school hours.
Looking back now, I recognize that this was not okay. That this moment in my life is one of many that have made me feel like I was somewhere I shouldn't be. As I signed up for this class, brainstorming on the projects that I would be able to do, I decided to focus on implemented programs that taught English to second language learners within schools. Wanting to take a strengths based approach on being an English language learner, I wanted to pursue and highlight the importance of Dual Immersion programs that leave a great impact on students who participate. Although I was in ELD during my time in primary school, I did not experience any negative moments within this program, but I knew many students that did. The purpose of my project is to shed light onto a problem that has been covered up over the years, where a system oppresses students and in a way rips them away from their identities/culture of origin to form this facade of the "perfect citizen" which strengthen racism, classism, and bias/assumptions of colored immigrants.
Clatsop County is a small community that hasn't been as diverse in population compared to Portland. I have had great adventures throughout the Pacific Northwest, and I have very fond memories of growing up in this community. With that said, I think it is always necessary for someone to reflect on all aspects of one's life, even if they might be uncomfortable. When I was in elementary, I experienced some situations that weren't so pleasant. Even though I loved the thought of school and learning, there was always a part of me that felt like I was not supposed to be there. This sense of being an imposter. That I was undeserving of being in this country. As I grew, I tried to understand the feeling and thoughts that would go through my head. Unfortunately, I didn't have any answers until I started my higher education at PSU. I was blind to see many things happen within my community. Taking some courses at Portland State made me realize that I had experienced things that were not acceptable, but I was just a child who was unable to see the hegemony systems that are established in our society.
There is a specific incident that happened to me in the fourth grade. I got called into the principles office with one of my friends when we got told that another student heard us talking (in Spanish) and she felt very uncomfortable. Due to this, the principle said we should not talk in Spanish anymore during school hours.
Looking back now, I recognize that this was not okay. That this moment in my life is one of many that have made me feel like I was somewhere I shouldn't be. As I signed up for this class, brainstorming on the projects that I would be able to do, I decided to focus on implemented programs that taught English to second language learners within schools. Wanting to take a strengths based approach on being an English language learner, I wanted to pursue and highlight the importance of Dual Immersion programs that leave a great impact on students who participate. Although I was in ELD during my time in primary school, I did not experience any negative moments within this program, but I knew many students that did. The purpose of my project is to shed light onto a problem that has been covered up over the years, where a system oppresses students and in a way rips them away from their identities/culture of origin to form this facade of the "perfect citizen" which strengthen racism, classism, and bias/assumptions of colored immigrants.
What doesn't work
Across time, the United States has been able to be more aware of the need of different language instruction other than English. To address this concern, programs/educational acts have risen to be more inclusive and acknowledging of all students. an example is the No Child Left Behind Act or the ELD (English Language Development) program. The No Child Left Behind Act was passed to help students who's primary language was something other than English. It required all schools to have all students be proficient in English. The purpose of the ELD program is for students who's primary language is something different rather than English, to hopefully reach the same level as a native English speaker.
Although these program seem like good inclusive programs, it is important to acknowledge the oppressive systems that don't allow children and youth to take full advantage of these programs. Scrutinizing how these programs can lead a students to thinking they are inferior to their proficient English speaking peers is very serious. Within my research, I came to the conclusion that these programs are flawed not behind their intention, but the way they are enforced. This means that gatekeepers in these programs can tend to have biases, assumptions, and beliefs that are transformed into stigmas, labels, and discrimination.
Taking into consideration the negative effects that these programs can have on students, it is also necessary to see how the self-fulfilling prophecy and the imposter syndrome come into this context. How these shape our students and set limits to their education even before they are actually able to try to succeed.
Across time, the United States has been able to be more aware of the need of different language instruction other than English. To address this concern, programs/educational acts have risen to be more inclusive and acknowledging of all students. an example is the No Child Left Behind Act or the ELD (English Language Development) program. The No Child Left Behind Act was passed to help students who's primary language was something other than English. It required all schools to have all students be proficient in English. The purpose of the ELD program is for students who's primary language is something different rather than English, to hopefully reach the same level as a native English speaker.
Although these program seem like good inclusive programs, it is important to acknowledge the oppressive systems that don't allow children and youth to take full advantage of these programs. Scrutinizing how these programs can lead a students to thinking they are inferior to their proficient English speaking peers is very serious. Within my research, I came to the conclusion that these programs are flawed not behind their intention, but the way they are enforced. This means that gatekeepers in these programs can tend to have biases, assumptions, and beliefs that are transformed into stigmas, labels, and discrimination.
Taking into consideration the negative effects that these programs can have on students, it is also necessary to see how the self-fulfilling prophecy and the imposter syndrome come into this context. How these shape our students and set limits to their education even before they are actually able to try to succeed.
My suggestion
My proposed solution for this issue is for staff to be more culturally educated to have different and more effective approaches to teach their students. Monthly trainings for staff will also enhance the success of these programs where they would be able to reflect their biases, assumptions, and beliefs. The ultimate goal that I would love to see implemented within Oregon are Dual Immersion Programs in every primary school. Understanding the cost to this, I also think it is a necessary investment we as a state need to do for the triumph of our students. Dual immersion programs are intended to teach students in two languages. English and another language depending on the program (but most of them are in Spanish). Students of all language backgrounds are in the same classroom, where teachers split up the day to be part in English and part in Spanish (in this case). Ideally, the program's goal is to have 50% of the day in one language and the other half to be taught in the different language. In order to get here though, students need to start learning with only a small percentage pf the day in the less dominant language and the majority of the day in English. Depending on the progress of the students these percentages grow to reach the 50/50 implementation of these languages. This program is very effective in teaching all students the languages and students become proficient by the time they move onto middle school. It is an opportunity for students to learn from each other and collectively come together as a community. It creates a safe place for students who are normally labeled as less academic achieving to take a role in leadership and teach their peers, making them feel important. For English Speakers this program is also very beneficial because it is also necessary to acknowledge that the United States is a diverse country that has migrants from all over the world. With that said, it never hurt anyone to know more than one language. This would only expand the students' opportunities to grow in their skills and open more doors to their futures.
My proposed solution for this issue is for staff to be more culturally educated to have different and more effective approaches to teach their students. Monthly trainings for staff will also enhance the success of these programs where they would be able to reflect their biases, assumptions, and beliefs. The ultimate goal that I would love to see implemented within Oregon are Dual Immersion Programs in every primary school. Understanding the cost to this, I also think it is a necessary investment we as a state need to do for the triumph of our students. Dual immersion programs are intended to teach students in two languages. English and another language depending on the program (but most of them are in Spanish). Students of all language backgrounds are in the same classroom, where teachers split up the day to be part in English and part in Spanish (in this case). Ideally, the program's goal is to have 50% of the day in one language and the other half to be taught in the different language. In order to get here though, students need to start learning with only a small percentage pf the day in the less dominant language and the majority of the day in English. Depending on the progress of the students these percentages grow to reach the 50/50 implementation of these languages. This program is very effective in teaching all students the languages and students become proficient by the time they move onto middle school. It is an opportunity for students to learn from each other and collectively come together as a community. It creates a safe place for students who are normally labeled as less academic achieving to take a role in leadership and teach their peers, making them feel important. For English Speakers this program is also very beneficial because it is also necessary to acknowledge that the United States is a diverse country that has migrants from all over the world. With that said, it never hurt anyone to know more than one language. This would only expand the students' opportunities to grow in their skills and open more doors to their futures.
Progress/Reflection
- Throughout this term, I was able to obtain a lot of research and collect some stories of individuals who have been impacted by the lack of understanding and marginalizing factors of ELD programs.
- Only three individuals were willing to share stories about their time n ELD programs. Although this number is very low, I believe these stories enhanced my project and my learning due to their strong experiences. Taking into consideration this fact, I have inserted a link down below in the CALL TO ACTION section where individuals are welcomed to submit their stories in perseverance of the purpose of this project.
- After trying to contact school district staff, I was unfortunately unable to accomplish this task. I assume that my inability to get a response from the school district is due to lack of staff due to COIVD or also more focused on other school issues that were heard of within my time working on my project.
- I think there would of been so many great opportunities if we were not in COVID times. Some examples include walk ons- a term i came up with that goes along with the book that our class read during this term. This event/activity would have taken place at the prom in Seaside, where students would have the opportunity to "walk on" the prom and share their story in front of strangers (similar to walk outs).
Call to action |
Story Share
Following this google form will provide you with the opportunity to share your story within ELD, ELL, ELS, or dual immersion programs. The stories provided will help build momentum and create change. Using our individual and personal experience within the education system as English language learners as a way of coming together and uniting in one collective voice can have a huge impact! |
Google form:
https://docs.google.com/forms/d/e/1FAIpQLSeXhUbX6s-Wqd0AJn6r1qqp5LmZ8kOf5nBSm_oMbhizeruLwA/viewform |
Testimony Letter
This link will take you to a google doc draft template of a testimony letter for your convenience. Use this tool to write to the people in power in Oregon (or any state). The purpose of writing to your senators, legislators, and state reps. is to make them know that someone is paying attention to what goes on within our school. Let them know what you think, share your passion, share your voice. |