Changing foreign policy (Leader-Telegram)

Changing foreign policy

Spanish language program beginning in kindergarten

By Keighla Schmidt  with comments by PLS
Leader-Telegram staff

"Bienvenidos a la escuela!" In English: "Welcome to school!"

When I was growing up (I'm now 31), foreign language (Spanish, German, and French) was only available to highschoolers.  I have been greatly encouraged by hearing that many middle schools are offering foreign language courses.  Who knows where you will be living or traveling when you grow up?

I grew up on a farm in northwest Iowa.  I would not have been able to guess that I'd be living in Mexico city (since Jan 1, 2001).  American schools have been slow to adjust to the fact that traveling is much easier than it was before, and the American economy isn't that strong either, so there is less reason to say.

The following article is about a Catholic school in Wisconsin. They are starting a program to teach Spanish to children from Kindergarten. Before they had classes from 3rd to 12th grades which would have been amazing when I was growing up.  Although it would be a far cry from a true bilingual school, it is very encouraging and I hope more American schools will follow their lead.

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Catholic Area Schools of the Eau Claire Deanery have started a Spanish language program for children in kindergarten through second grade.

It will be a jump-start to foreign language programs the school offers in the third through 12th grades.

CASE President Cindy Hofacker said the program started after reading research indicating young minds are open to learning languages. The importance of introducing other cultures and the success of pilot programs in the school system also motivated school officials.

"We realize the world is getting smaller," she said. "Not everyone will stay in Eau Claire for the rest of their life."

Lynne Larabee, who will teach the classes, said children respond better to a new language if they are introduced to it at a young age.

"The window for language learning is open while children are young," Larabee said. "We're laying the groundwork."

Both Hofacker and Larabee said they don't expect children to be fluent in the language after two 15-minute sessions a week, but they aim to familiarize students' minds with Spanish.

Children will learn basic Spanish to introduce them to the language and the culture. Hofacker said students will be taught the Spanish words for colors, numbers, common words and phrases, and comparisons between American culture and the cultures in Spanish-speaking countries will be emphasized.

Larabee plans to use music, games, puppets and prayers to help the children connect to the language.

"If it's integrated into daily lives, then the probability of it being used is much higher," she said.

Hofacker said there is a deeper connection to the language: The ties that Spanish, a Latin-based language, has to the Catholic faith will help children integrate both the language and religion into their daily lives.

The students' full-time teachers will stay in the classroom during the Spanish session, Hofacker said, and find ways to integrate the language and culture into the day-to-day curriculum.

Elementary Principal Joseph Eisenhuth said he is excited about the addition of a foreign language program when many other institutions are removing them.

"It's exciting to see, especially in young children, how quick skills are picked up," he said.

Getting the Instruction Right at Khalil Gibran (The New York Sun)

The following article is about the conflicts that exist in the United States regarding the use of religion in public schools and their funding.   In the United States most people believe that religion and Education should be separate. This is not the case in many countries.  In fact, in most arab and muslim countries, religion is integrated in classes as a matter of fact.

In other countries, religion is just considered a fact of life and appears without planning in and around schools. This is especially true in countries where most people belong to the same religious organization for example Mexico is at least 90% Catholic.  While Catholicism is not a public school course here, symbols and mini-altars are common, even at gas stations.

This article is from here.

The city's Arabic-language public school, the Khalil Gibran International Academy, opens its doors this week, with special security, for about 55 12-year-old students. One hopes that the prolonged public debate over the school's Islamist proclivities will prompt it not to promote any political or religious agendas.

Count me as skeptical, however, and for two main reasons. First is the school's genesis and personnel, about which others and I have written extensively. Second, and my topic here, is the worrisome record of taxpayer-funded K–12 Arabic-language programs from sea to shining sea.

The trend is clear: Pre-collegiate Arabic-language instruction, even when taxpayer funded, tends to bring along indoctrination in pan-Arab nationalism, radical Islam, or both. Note some examples:

• Amana Academy, Alpharetta, Georgia, near Atlanta: A charter school that requires Arabic-language learning, Amana boasts of its "institutional partnership" with the Arabic Language Institute Foundation. But ALIF forwards the learning of Arabic as a means "to convey the message of Qur'an in North America and Europe" and thus to "help the Western countries recover from the present moral decay."

• Carver Elementary School, San Diego: A teacher, Mary-Frances Stephens, informed the school board that she taught a "segregated class" of Muslim girls and that each day she was required to release them from class for an hour of prayer, led by a Muslim teacher's aide. Ms. Stephens deemed this arrangement "clearly a violation of administrative, legislative and judicial guidelines." The school's principal, Kimberlee Kidd, replied that the teacher's aide merely prayed alongside the students and the session lasted only 15 minutes. The San Diego Unified School District investigated Ms. Stephens's allegations and rejected them, but it nonetheless changed practices at Carver. Superintendent Carl Cohn eliminated single-gender classes and reconfigured the schedule so that students can pray during lunch.

• Charlestown High School, Massachusetts: The school's summer Arabic-language program took students on a trip to the Islamic Society of Boston, where, the Boston Globe reports, students "sat in a circle on the carpet and learned about Islam from two mosque members." One student, Peberlyn Moreta, 16, fearing that the gold cross around her neck would offend the hosts, tucked it under her T-shirt. Anti-Zionism also appeared, with the showing of the 2002 film "Divine Intervention," which a critic, Jordan Hiller, has termed an "irresponsible film," "frighteningly dangerous," and containing "pure hatred" toward Israel.

• Tarek ibn Ziyad Academy, Inver Grove Heights, Minn.: Islamic Relief Worldwide, an organization that allegedly has links to jihadism and terrorism, sponsored this charter school, which requires Arabic as a second language. The academy's name openly celebrates Islamic imperialism, as Tarek ibn Ziyad led Muslim troops in their conquest of Spain in 711. Local journalists report that "a visitor might well mistake Tarek ibn Ziyad [Academy] for an Islamic school" because of the women wearing hijabs, the carpeted prayer area, the school closing down for Islamic holidays, everyone keeping the Ramadan fast, the cafeteria serving halal food, classes breaking for prayer, almost all the children praying, and the constant use of "Brother" and "Sister" when adults at the school address each other.

• Only in the case of the Iris Becker Elementary School in Dearborn, Mich., is the Arabic-language program not obviously pursuing a political and religious agenda. Its program may actually be clean, or perhaps the minimal information about it explains the lack of known problems.

The above examples (see my Web log entry "Other Taxpayer-Funded American Madrassas" for yet more) are all American, but similar problems predictably exist in other Western countries.

This troubling pattern points to the need for special scrutiny of publicly funded Arabic-language programs. That scrutiny should take the form of robust supervisory boards whose members are immersed in the threat of radical Islam and who have the power to shut down anything they might find objectionable.

Arabic-language instruction at the pre-collegiate level is needed, and the American government rightly promotes it — for example, via the National Security Language Initiative on the national level or the Foreign Language in Elementary Schools program on a local one. As it does so, getting the instruction right becomes ever more important. Citizens, parents, and taxpayers have the right to ensure that children attending these publicly funded institutions are taught a language skill — and are not being recruited to anti-Zionism or Islamism.

What do you think?  Is it possible to teach Arabic or related languages or teach arab and muslim people without involving religion?

Race, Culture and Language: How teachers react to ebonics & how black Americans are sometimes viewed

Ebonics which is a corrupted form of English typically spoken by poor black Americans in Large cities is viewed negatively by most teachers and in general.

In an article published by the Virginia Gazette about a discussion held in Williamsburg, we see that the use of ebonics by students is strongly discouraged.

"I let them know that it's not acceptable in my classroom," he said. While he tries to encourage proper language in the school setting, he is careful not to discourage the children from using it at home. "That devalues their home language," he said."

The point is made that it is important to use a more standard form of English when involved in Business.

in order to speak money, you have to use proper business language." He tells his students that he doesn't always "speak green," especially around his own family because they pick on him for "talking white.
"

Talking white means that the black or african-American person is speaking using normal standard American English or that the speaker is at least not using ebonics.

Politics is also an important area for not using ebonics.

"The group delved into the criticism Sen. Joe Biden received for referring to Sen. Barack Obama as "clean" and "articulate." The comment was interpreted as an insult to blacks by implying that Obama is an exception."

I personally am also impressed by Senator Obama's English. I think it is very sad that when someone is complemented for his speech that it has to be manipulated by others and used to provoke conflict. I think some people just need a new hobby and learn to crochet or whatever. It saddens me that certain Americans feel that they have to use ebonics to have a sense of identity. Isn't it time to accept yourself and your skin and hair color as being who you are and as being a good thing? Diversity is good when you accept yourself.

I wonder if black Americans don't accept Oprah Winfrey who is a talk show host and business woman who I greatly admire. Do they not accept her because she doesn't speak ebonics?

Thank you Oprah for going beyond society's expectations and for being yourself. I hope one day to be able to go to your show.

The original story is available here.

Teachers use a visual approach to teach English grammar to deaf students

Deaf students learn English visually

see the original story

According to the original story, Erin Stokes and Gorgeen Spyhalski, had difficulty teaching English grammar to deaf students.   They 'designed' a system of using visual clues, magnets, and symbols to help them.

I assume that the teacher would demonstrate the structure and follow normal teaching methods along with this approach, but it doesn't specifically say so, or say which methods are used with this approach.

This landscape language approach to teaching sounds interesting and I think it could be included along with speech and listening for  learners of English who do not have hearing problems.

I get the idea that perhaps these schools and teachers had relied on the audio-lingual method for teaching English.  That method would of course be inadecuate for people with hearing difficulty since it relies on listening, repeating and making small modifications to the structure in drills.   There are however other methods that could be made more 'visual' through use of computer software, posters, etc. Most teachers include visual elements in class by just writing examples on the boad at the front of the classroom or through the use of hand-outs.

I like the idea of having manipulatable visual elements since the students can become more involved than our usual copy from the board, write example on the board, check example on the board method which gets a bit boring.