Sent to the North County Times, November 8, 2008
Proposition 227 didn't work
The North County Times accurately represented my position on
evaluating bilingual education: Scientific studies are by far the
best way, and these studies consistently show that children in
bilingual programs do better on tests of English than children in
all-English immersion classes ("Proposition
227: 10 years later," November 8).
Ron Unz, quoted in the same article, claims that standardized test
scores show that dismantling bilingual education worked. That's not
what the research says. A report from the American Institutes for
Research and West Ed found no difference in the gains made by
English learners in schools that kept bilingual education after
Proposition 227 passed and those that did not.
Measures similar to 227 were passed in Arizona and Massachusetts,
severely limiting bilingual education. As is the case in California,
these measures have not helped children learn English any faster or
better.
Proposition 227 should be reversed.
Stephen Krashen
Published in
Education Week, October 22, 2008
Latin study and English vocabulary: Only a temporary boost?
Their title: Impact of school Latin: Good, But Temporary?
Baynard Woods maintains that Latin study can help students increase
their vocabulary and improve standardized test performance.
("Give Latin (and Potential Dropouts) a Chance," Sept. 22). Studies
done over the last century appear to support this suggestion, but
there is reason to be cautious.
Latin provides readers with internal cues to word
identification, cues within words, allowing those with some Latin to
infer word meanings of many unfamiliar words of Latin origin.
Knowledge of internal cues is particularly useful on tests that
present words out of context, in isolation.
In contrast, in acquiring vocabulary by reading, readers use
cues external to the word, from the text and their prior knowledge.
Readers gradually build up word meanings as they read, acquiring a
small part of the meaning of new words each time they are
encountered in print.
It may be that Latin gives a temporary boost, allowing less
advanced readers to look better on vocabulary tests. Reading,
however, offers both a short and a long-term solution: Gains in
vocabulary from reading are generally better than gains resulting
from vocabulary study, and if students establish a reading habit,
the gains continue
life-long.
In 1923, Thorndike provided evidence that Latin has only a
temporary impact: High school Latin students excelled in English
vocabulary after one year, but the difference was smaller after two
years of Latin. Also, Latin students did clearly better than
comparisons on a test of English reading comprehension after one
semester, but the difference was smaller after one year.
A better test of this hypothesis is to see whether there is
a difference in vocabulary size and reading ability between widely
read adults who have studied Latin and those who have not. If Latin
only gives a temporary boost, there will be no difference between
the groups.
Stephen Krashen
Published in the Arizona Republic, 8/12/08
Raza
studies deal with reality
I read with interest the columns in
Sunday's Viewpoints section, "The debate over raza studies."
Although the program sounds a little left of center, it is dealing
with real-life issues faced by Hispanic students and their families
and it does not appear to be promoting racism or radicalism.
Arizona Superintendent of Public Instruction Tom
Horne
does not seem to address the reality of being Hispanic in the USA
and the inherent racism that underlies our society.
Horne
's thoughts soon get jumbled going from "individuals" and "beauty"
to examples of teachers who did not like the program.
Obviously, the goal of education is to produce thoughtful,
intelligent, aware young adults who can act and work within society.
Teaching students to critically think rather than buy into CNN- or
Fox-opinion-based news is a refreshing approach.
Although it is alarming that some students have loathing for the
society they live in, when you take a close look at the history of
White oppression of Native American, Mexican and Black peoples in
this country, it is hardly surprising that this occurs.
All we can ask of Augustine F. Romero and Sean Arce is that they
make sure the emphasis is on positive change within the communities.
-- Derek Fowler, Glendale
Published in the Oregon Statesman Journal, June 25, 2008
http://www.statesmanjournal.com/apps/pbcs.dll/article?AID=/20080625/OPINION/806250303
Immersion confusion
I wonder how many people have read the text of Initiative 19
("Initiative set for ballot would curb bilingual ed").
The goal of this initiative, "English Immersion Required in Public
Schools," is to immerse students in English; that is, be
mainstreamed with English speaking students.
The text of the initiative, however, limits "English immersion" to
one to two years depending on the age of the student. Taken
literally, this means that after one to two years, English learners
will be kicked out of school.
How did this initiative pass the pre-election review?
— Stephen Krashen
Published in the Arizona Republic, June 23, 2008
Canadian puzzled as Arizona dithers
I lived in
Arizona from 1998 to 2003. I am now in Canada, but once in awhile I
still read The Arizona Republic to stay informed.
I now think that Arizonans should take a good look at themselves. I
am reading the same articles and the same letters that were being
published 10 years ago.
Some like immigrants; some hate them. Some believe the state can be
a leader in immigration reform. Some think the federal government
should handle things, etc.
It looks to me as if Arizona is running in place. Nothing seems to
get done.
Bilingual education was outlawed,
and the state became one of the worst-educated. Proposition 200
against immigrants made a lot of noise but solved nothing.
Time is standing still in your state; do something already.
-- Alan Hubbard, Toronto, Ontario
Edition:
Final Chaser
Section: Opinions
Page: B8
Dateline: AZ
Record Number: pho105637663
Sent to the Long Beach Press Telegram, June 23, 2008:
Re
"English immersion proves its worth" (Comment, June 19):
(Columnist) Thomas Elias acknowledges that several academic reports
conclude that dismantling bilingual education did not produce any
improvement in English language development. Elias dismisses these
reports as "balderdash."
As evidence that the reports must be wrong, and that English
immersion is working, Elias claims that it is now easier to find
people working in stores who speak English. As far as I know, there
has been no survey done of any kind showing this.
Also, Elias claims that improvements in test scores on the state
English test show that English immersion is working. But scores
could improve for reasons that have nothing to do with higher
English competence. Scores could be up because the same test is used
for several years in a row, which results in teachers and students
becoming more familiar with the test. Scores could also be up
because of higher reclassification standards, which means that more
higher-scoring children are classified as English learners.
The only way to see if programs are working is the use of controlled
scientific studies that take these factors into consideration. These
studies have been done and consistently show no positive impact of
dropping bilingual education.
Elias, however, thinks we should ignore scientific studies.
Balderdash.
Stephen Krashen
Published in the Arizona Republic June 19, 2008
Tucson
taxpayer backs raza studies
Regarding "Expanding Marxism" (Editorial, June 11):
At first glance, your editorial on Tucson Unified School Districts
raza-studies program and Superintendent of Public Instruction Tom
Horne's show of state force in the Old Pueblo on Friday showed all
the signs of good ol' Phoenix WASP paternalism.
Then, it started to sink in, and I realized you were both just doing
this to offer a useful lesson on intolerance for the benefit of the
students.
Your editorial asks, "Is this (raza-studies program) the vision of
America that parents and taxpayers of Tucson wish to impart to their
students?"
As a TUSD taxpayer, I support the idea of motivating students by
exposing them to different views of our country.
How boring and dishonest would the study of history and contemporary
culture be if they were portrayed only in the most acceptable and
least controversial terms? - Douglas Koppinger, Tucson
Sent to the Arizona Daily Star, June 18, 2008
Re:
Districts have better plan on English learners, 6/18/08
We are now reaping a most costly consequence
resulting from what Arizona voters sowed: practically removing
bilingual education as the method to teach limited English
proficient students in passing Prop 203 in 2000.
Since this law, limited English student have
languished in the poorly constructed classroom methods created by
the Arizona Department of Education led by Superintendent Tom Horne.
The cost of educating these students as also sky-rocketed. The
latest program attempt will help launch many federal law suits. All
this will costs taxpayers even more money as Horne attempts to fight
for bad policy making and disproven methods.
It’s time politician and the voting public
admit that philosophy doesn’t always create good practice or policy.
Allow educators to do what they know works best for their students.
Alejandra Sotomayor, Retired Educator
Sent to the Arizona Daily Star, June 10, 2008
Re:
Districts have better plan on English learners, 6/10/08
We are now reaping a most costly consequence
resulting from what Arizona voters sowed: practically removing
bilingual education as the method to teach limited English
proficient students in passing Prop 203 in 2000.
Since this law, limited English student have
languished in the poorly constructed classroom methods created by
the Arizona Department of Education led by Superintendent Tom Horne.
The cost of educating these students as also sky-rocketed. The
latest program attempt will help launch many federal law suits. All
this will costs taxpayers even more money as Horne attempts to fight
for bad policy making and disproven methods.
It’s time politicians and the voting public
admit that philosophy doesn’t always create good practice or policy.
Allow educators to do what they know works best for their students.
Alejandra Sotomayor, Retired Educator
Published in the Arizona Daily Star June 1, 2008
State's ELL plan won't work
http://www.azstarnet.com/allheadlines/241514
Re:
the May 24 article, "Sahuarita rebuffs state on ELL."
Sahuarita School District's refusal to implement the four-hour ELL
plan was the right thing to do. Its job is to do what is best for
children.
In
creating this law, the state and schools superintendent Tom Horne
have completely disregarded what is best for children. They have
created a one-size-fits-all law that ignores research on how
children learn language and individual differences between children.
The
state's plan would be ineffective and costly, and is underfunded.
It
is also discriminatory and will result in an even more abysmal
graduation rate because ELL students will learn English even more
slowly and they will not have access to required classes.
We
would never allow our legislators to tell a physician how to perform
heart surgery. How can we let them micromanage how schools teach?
Jamie Volkmer
Teacher, Tucson
Published in the Arizona Daily Star May 28, 2008
Do
what's right for students
http://www.azstarnet.com/allheadlines/240940
Re:
the May 24 article "Sahuarita rebuffs state on ELL."
As a
parent, my main concern is doing what's in the best interest of my
children. As an educator, my main concern is the same.
I
commend the Sahuarita Unified School District for its commitment to
promoting a similar philosophy.
There are many of us out there whose primera lengua was
Spanish. Is it fair that I was paddled by my teacher for speaking
Spanish in my classroom in the late '60s? I am proud to say I am an
American of Mexican descent.
Educators in the Sahuarita Unified School District are not blatantly
disregarding state law.
Pulling any student out of the classroom for four hours of
instruction in their primary language is impossible to implement
without segregating. Besides, what the teacher doesn't get across is
taught and modeled by English-speaking peers.
Tom
Horne, state superintendent of public instruction, needs to head
south with his posse and actually see how effective it can be to
keep our English language learners with their peers.
Vivian Dunbar
Educator, Tucson
Sent to the Arizona Daily Star May 28, 2008
Arizona’s
One-Year-to-English Delusion
State Schools
Chief Tom Horne shouldn’t be “shocked” that some educators may
ignore state law regarding English learners (“Sahuarita
rebuffs state on ELL,” May 24). He’s ignored the idiotic law
for years.
Ever since
voters fell for Proposition 203’s preposterous claims, Horne and his
pals in the legislature have engaged in a fool’s errand. Like
alchemists searching desperately for a philosopher’s stone, they
seek to magically convert ELLs into English literate and proficient
students in “a period not normally intended to excede one year.”
But the absurd
law also requires that a “nationally-normed written test” (currently
the Terra Nova portion of AIMS) be administered annually to “all
Arizona
public schoolchildren in grades 2 and higher” and that “only
students classified as severely learning disabled may be exempted.”
Without even an
abracadabra, Horne has exempted all
Arizona
students—tens of thousands—in grades 10, 11 and 12. Illusionist or
not, perhaps what he’s really shocked about is that he somehow has
gotten away with such flagrant violation of law for so many years.
Salvador
Gabaldon, Teacher, Tucson
Published in the Arizona Republic, May 11, 2008
Double standard in defining 'American'
My
grandfather was born in Corpus Christi, Texas, in 1883. My
great-grandfather was also born in Texas in approximately 1863.
My father was born in New Mexico in 1907. I was born in New
Mexico in 1933.
My mother was born in Durango, Mexico, in 1907. She came to New
Mexico in 1919. She later became a U.S. citizen.
Yet, with all this behind me, I am still looked at as a
"Mexican."
If a person comes here from Europe, legal or otherwise, he is
looked as an "American."
Why is that? - Angel H. Chaires, Phoenix
Published in
USA Today, 5/5/08
In his
letter to the editor, USA TODAY reader Wesley Ross wrote: "The
fact that many illegal immigrants take advantage of our economic
system, send their earnings back over the border and don't learn
English is exactly why the current wave of immigrants is so
problematic" ("Duty
to assimilate," May 1).
I think the
idea that immigrants don't learn English is a mistaken notion
among many Americans. In my experience, it is simply not true. I
have volunteered at a school with many immigrant students. Even
those who don't know a word of English when they arrive do learn
to communicate in an amazingly short period of time.
Some
Spanish-written signs in public places might even be
received as special
treatment for immigrants. Have immigrants "demanded" any of
these Spanish-language signs? I think not. Most of the time, the
inclusion of information in Spanish is the result of local
governments' attempts to run things more efficiently or of
businesses that want Spanish-speaking people as customers.
Edwin F. Meyer - Sarasota, Fla.
Published in the Arizona Republic, April 21, 2008
We all are looking for better lives
Regarding "Hispanics too blase about immigration" (Letters, April
14):
While I understand the letter writer's perspective, I thoroughly
disagree. I believe that every person should be treated equally,
regardless of ethnicity.
If they learn to speak English, we should learn to speak Spanish,
because it will allow for more compatibility.
We will be able to comprehend and communicate with each other
better.
The Hispanic community has every right to believe that illegal
immigrants are entitled to the same blessings as U.S. citizens.
These immigrants are coming to our nation in hopes of finding a
better home for their families. Why must we act superior or above
them, when in reality they are just people looking to better there
own lives, which is part of the American dream. - Alyson Kawam,
Tempe
Published in the Arizona Republic April 20, 2008
Portrait of an American family
I
am from an American family of Mexican descent.
My great-grandfather was a mechanic on the Phoenix trolley line at
the turn of the previous century. My great-uncle died in an aviation
training accident in World War I. My godfather fought in the Battle
of the Bulge and once showed me the frostbite scars on his feet. I
remember going to a funeral for my father's cousin who died in
Vietnam.
My grandfather was the most honest, hardworking man you could ever
find. My father owned a business that employed dozens of people. In
my family, you will find doctors, dentists, lawyers and business
executives.
My family and I have lived the quintessential American life. And
there are thousands of people like us in Phoenix.
But now, I have to worry that, because I look Hispanic, I have been
targeted by a self-aggrandizing megalomaniac.
It makes me sick to think that if I don't properly signal before I
make a lane change, one of Sheriff Joe Arpaio's undervetted,
undertrained posse members can pull me over and demand that I show
proof of my citizenship. It makes me angry to think that if I refuse
to do so, I can be hauled off to a jail system where inmates who
have yet to be convicted of anything are routinely humiliated and
occasionally beaten or choked to death.
To all the people who cheer for Sheriff Joe, to all the radio
talk-show blowhards, to all the people who need to revisit the
Fourth Amendment, I ask that you simply put yourself in my shoes.
If you continue to justify the actions of a frothy-mouthed madman
and can continue to dismiss the concerns of people like me, you need
to reconsider.
Right now, it is the Hispanics' turn to be harassed by
unconstitutional, un-American tactics. One day, it may be yours. -
Kevin Salcido, Phoenix
Published
in the Arizona Daily Star, April 16, 2008
Lawmaker
must learn to read
http://www.azstarnet.com/allheadlines/234534
Re: the
April 10 article "Increased funds for English on fast track."
Rep. Mark
Anderson appears to have some difficulty reading laws in English. He
reportedly believes that "voters specifically directed in 2000 that
the only acceptable method of teaching English is immersion."
In fact,
the largest portion of that law (ARS 15-753) is about how students
may learn English in bilingual education.
Talk about
irony.
Salvador
Gabaldon, Teacher, Tucson
Published in the Arizona Republic April 13, 2008
What if sheriff pursued Anglo illegals?
Many
are cheering for Joe Arpaio to continue his very public battle
against illegal immigration. Think about what would happen if the
tables are turned and Joe starts looking at the problem of illegal
immigration of European nationals. You know? The White illegals. Do
you think that would sit well?
Illegal is illegal, but we do not need to set in place behaviors to
solve the brown illegal immigration problem that would be offensive
if applied to the White community. - Hilton Roberts,Gilbert
Published in the Arizona Republic, April 11, 2008
I am
very puzzled by the letters I have seen in The Arizona Republic
that claim that you have to speak English to be an American
("Live in America? Be an American," Tuesday). Isn't English the
official language of England?
What am I missing here? Are we still a colony? - Jim McManus,Phoenix
Published in the Arizona Daily Star, April 9, 2008
http://www.azstarnet.com/allheadlines/233477
Our differences make nation great
Roses of red, white and blue to Anne Lee,
second-grade teacher from
Gale
Elementary school who encourages her students to learn the
Pledge of Allegiance in different languages; and thorns to the
father — a Minuteman Civil Defense Corps member — who complained
about her. He will only teach his child ignorance by pulling him out
of the classroom.
The last time I checked, we all live in America.
Doesn't that make English a foreign language?
The beauty of our country is that its citizens come
from an array of different backgrounds, nationalities, ethnicities
and diverse cultures. Although I do agree that we should learn the
Pledge of Allegiance in our native tongue first, we should also
learn it in the voice of our neighbors.
So let us begin in the languages of Apache, Sioux,
Cherokee, Shoshonee, tribes east of the Mississippi, west of the
Mississippi, and so forth; since they are truly our only original
"citizens."
David Membrila - Educator, Tucson
Published in the Arizona Daily Star, April 9,2008
Impeding learning is a tragedy
I am intrigued that many "loyal" Americans do not
want the
pledge
recited in Spanish because it is not our "native" language.
It reminds me of my father, who learned German by
working in a German delicatessen in St. Louis during the 1930s. One
customer spoke with such a thick German accent that my father asked
him to repeat his order, to which this customer, upset, replied:
"What kind of an American are you if you do not know your native
language?"
One has to ask just what is our "native" language? No
wonder we are behind so many other industrialized countries whose
people can speak multiple languages. How tragic it is any time
someone impedes learning.
Scott A. Krasner - Physician, Tucson
Published in the Arizona Daily Star, April 9,2008
Short tale of ignorance
The fuss about reciting the
Pledge
of Allegiance in Spanish is reminiscent of the tale of a Board
of Education meeting in the rural Midwest over whether to include a
foreign language in the primary school curriculum.
An opponent expressed his strong objection by
standing up and proclaiming, "If English was good enough for Jesus
Christ, it's good enough for my kids!"
Jack Eddy - Astronomer, SaddleBrooke
Published in the Arizona Daily Star, April 9,2008
Teacher's intent far from malicious
I do respect what the complaining father has done for
our borders with the Minutemen group. I feel he is unnecessarily
bringing the spotlight to an elementary school when there are much
larger issues that need attention.
My daughter is in
Anne
Lee's class at Gale Elementary School. I find it interesting
that the father just found out last week that his son was reciting
the Pledge of Allegiance in Spanish when it was in the biweekly
newsletter from Lee as early as September.
If you could see the proud faces of these 7- and
8-year-olds when they say the Pledge of Allegiance, then in Spanish
and then in American Sign Language, you would realize that Lee's
intent is far from malicious, unpatriotic or disrespectful.
My daughter sung them to us playing her "made in
China" guitar that she bought from Spanish-speaking people at the
Fourth Avenue Street Fair. The people that heard her sing it said,
"Now that is cute, you can tell she is proud." That is the point.
She is proud to recite the pledge in these three languages.
Holly Dudash - Health-care worker, Tucson
Published in the Arizona Daily Star, April 9,2008
Teach pledge in many languages
As long as the
Pledge
of Allegiance is recited in English and it includes all the
words, including the controversial "under God," I think the schools
have done their patriotic duty.
I wouldn't care if they recited it in Klingon after
that. As a matter of fact, if it is recited in other languages, I
think it brings honor and respect to our country.
What next? We stop teaching foreign languages in
schools because it's disloyal to our country?
Laura Dwyer - Retired, Tucson
Published in the Arizona Daily Star, April 9,2008
Father
needs lesson on patriotism
I see this exercise as an opportunity to teach
children foreign languages and a respect for people of other
nations. I think it's important to remember that immigrants are the
ones who truly appreciate the freedom that Americans take for
granted.
They speak broken English or no English, but their
hearts are full of love for this country and its opportunities.
My grandparents were immigrants from Poland and
Russia and could speak very little English. My grandmother could
only speak Yiddish and she was the sweetest little lady on this
Earth.
Perhaps that Minuteman father needs to take part in
that Pledge of Allegiance exercise. He might learn a thing or two
about patriotism.
Diane Saull - Office administrator, Tucson
Published in the Arizona Daily Star, April 9,2008
Public
must work to halt racism
In the last weeks I have noticed syndicated
columnists and local letter writers criticizing Sen. Barack Obama
for his alleged tardiness in denouncing his minister's allegedly
hateful sermons. Today's front page detailed a local hate group's
most recent attempt to spread their particularly nasty brand of
racism and reactionism.
Why aren't the same people who denounce Obama
denouncing the hatefulness, fearmongering and divisiveness
propagated by the Minutemen?
As Obama recently said in his brilliant speech about
race in America, racism and hate are too prevalent in this country,
and the responsibility for it lies on all of us.
Maggie McQuaid - Retired legal investigator, Bisbee
Published in the Arizona Daily Star, April 9,2008
English is foreign
The father pulled his child out of a second-grade
classroom in Tucson because the children were saying the
Pledge
of Allegiance daily in three languages: English, Spanish and
American Sign Language. He doesn't think the pledge should be
recited in a foreign language. What language does he speak?
American?
Charles Gilmore - Retired elementary teacher, Tucson
Published in the Arizona Daily Star, April 9,2008
Spanish speakers are patriotic
The people causing the uproar over reciting the
Pledge
of Allegiance in Spanish are forgetting all the Spanish-speaking
individuals who have served or currently serve in the U.S. military.
Many of these Latino soldiers (like my father, a
decorated World War II veteran) were born in other countries and
came to the United States to enjoy and defend the freedoms of our
country. These soldiers have, continue to and will always speak
Spanish in the defense of our country.
To disrespect their sacrifices by denying a
Spanish-spoken Pledge of Allegiance is traitorous.
Carlos Encinas - Educator, Tucson
Published in the Arizona Daily Star, April 9,2008
A learning tool
When I saw the headline on this story, my first
thought was that someone had objected to saying the pledge in school
because it mentioned God and, of course, TUSD had caved.
Although born in the United States, English wasn't my
first language. I didn't learn to speak English until I was 10 and
there were no English-language-learner classes in those days.
To say the
Pledge
of Allegiance in more than one language is a great learning
experience for both Anglos and Hispanic children. The complaining
father should get a life.
Bob Knoll, Tucson
Published in the ASU Devil, March 20, 2008
Unnecessary to punish illegal peers
(In response to Monday's column by T.J. Shope titled "Crow,
ASU slapping state voters in face")
I am frightened of the trajectory immigration enforcement Arizona
has taken in the past few years.
Some Arizonans shrilly cry, "Speak English" and "They're all
uneducated," and then go on to prevent the same immigrants from
attending English classes and obtaining in-state tuition (both by
referendum). I find that T.J. Shope's column, which chastises the
ASU Foundation for providing financial assistance (in the face of a
xenophobic and discriminatory voter mandate) and ASU in general for
helping to arrange for other nonprofit foundations to do the same,
simply offer the same empty, shortsighted rhetoric. Punish the "illegals,"
the long-term consequences be damned.
I don't see any reason whatsoever why it is beneficial to Arizona to
suspend support for committed students. Perhaps somebody can explain
to me how making schooling more difficult to obtain helps anyone, or
society in general, in the long run. Just in terms of lifetime tax
contributions alone, Arizona probably reaps a massive benefit from
almost anyone it educates in its colleges — documented or
undocumented. I think it is a shame that Arizona voters and elected
officials seem drawn to short term satisfaction (discrimination) as
opposed to the real benefits that they might reap from immigrant
integration — which grows as immigrants earn college degrees.
As an ASU alum, I support any and all efforts ASU can make to keep
undocumented students enrolled. I was proud of the ASU Foundation
for offering assistance in the first place. I now applaud the
American Dream Fund Coalition for continuing the effort.
Elizabeth Venable
Alumni
Published in the ASU Devil, March 19, 2008
http://www.asuwebdevil.com/issues/2008/03/19/opinions/704176
Not
everyone voted "No" on Prop 300
(In response to Monday's column by T.J. Shope titled "Crow,
ASU slapping state voters in face")
In T.J. Shope's article, he stated that President Crow and the ASU
Foundation is slapping state voters in the face because, despite
Proposition 300, they are still assisting illegal immigrant students
by helping to match them with private donors for their now
out-of-state tuition.
Shope is of the opinion that this is somehow the opinion of everyone
in the state of Arizona. It is not. There are many people who voted
against this proposition because it is not only wrong from a moral
standpoint, but it is also inhumane. To punish a child for the
crimes of the parent has always been considered morally repugnant.
It is no less so for children brought here by their parents
illegally who grow up to be good students and decent contributors to
the society. There are people who are born with the "privilege" of
citizenship who would do well to be as conscientious.
I am sure that someone else would point out that the majority vote
is what is carried into law. It is possible for a law to be wrong or
even inhumane. No matter what the situation is, if a law or an order
is in contradiction to basic human principles, then I think it is
our obligation and duty to defy it by any legal means (and sometimes
illegal) necessary. Perhaps the "spirit of the law" (as Shope said)
is exactly what's wrong. I think ASU and Crow have found an elegant
solution that is legal and still rewards students who have worked
hard academically. The whole idea that this is taking money from
students who are citizens is just xenophobic envy and hate. What are
we making of our country? If we are to honor and value education, we
must make sure that it is without prejudice — education should be
for everyone. And if a student has shown his or her merit
academically, he or she is worthy of the support of all of us!
Susan Bernard
Undergraduate
Published in the Arizona Republic March 17,
2008
Border defenders mum on Canadian
When illegals are mentioned in The Arizona
Republic, whether it be positive or negative, there is
usually a rash of letters to the editor stating how illegals
are bad or they should be deported, or how our country has
been taken over by people from south of our border.
It has been several weeks now, and there has been not one
peep from people against illegal immigration regarding the
Canadian here working illegally for the Phoenix Convention
Center.
The Canadian's work visa expired on Feb. 1. The convention
center spent $16,000 of city of Phoenix money to try to get
a visa for this person, to no avail. The position the
Canadian has can easily be filled by a person from Arizona.
It is not a difficult position to fill.
So where is Sheriff Joe Arpaio? Why has he not arrested this
person? Where are all the people against illegal
immigration? Why haven't they protested the hiring and the
spending of $16,000?
I think we all know the answer to those questions. -
Richard Haro,Peoria
Published in the Tucson
Citizen March 13, 2008
Wading into English
harder than jumping in
What is the true cost of educating
English -language learners? That's the real question,
because the Legislature has to fund an
English immersion program
effective this fall for more than 130,000 students.
It doesn't really matter that district superintendents say the cost
is $304 million and state Superintendent Tom Horne says it's $40.6
million.
The bickering has to stop - now. The issues are the number and
quality of teachers needed and how much classroom space they'll need
to educate English
learners four hours a day, five days a week.
The English Language
Learner Task Force should reconvene, study these issues and
recommend appropriate funding. The panel also should engage the
School Facilities Board to make recommendations on space,
considering what the superintendents and Horne have to say.
Many educators and researchers question the new program model, which
requires English learners
to be separated by ability into four groups and sent to different
classrooms.
Expert after expert has said language is best acquired by immersing
learners in the culture and language alongside their
English -speaking peers,
supported with rich, meaningful instruction focused on experience.
The goal must be to enable these children to succeed, which benefits
us all in the long run.
High-performing education systems worldwide target funds and other
resources to those students who need them most. Those systems also
determine for themselves how to classify and teach students in need.
The Arizona crisis continues to be an embarrassment, not only
because it has been ongoing for 16 years, but also because Arizona
had a budget surplus in many of those years.
VICKI BALENTINE, President, Arizona Board of Education
Superintendent, Amphitheater Public Schools
Sent
to the Arizona Republic March 12, 2008:
C. Erickson's
lambasting of President Crow today in the Valley and State
Section was not well reasoned. What Dr. Crow did benefits
not just the students but our country in a long run. The
United States has a long record of brain drain, attracting
the best and brightest from other countries and keeping
those scholars and workers here. They become tax-paying
citizens and contribute much to make life better for all
Americans. Given the global economy we live in, would the
writer rather listen to politicians who pander with their
empty talk of border control and to the business community
who continues to outsource jobs away? Americans need to be
learn more languages, become more skilled, travel more,
collaborate more while they compete and become more true
citizens of the world. The N. 1 cowboy mentality which has
dominated the Washington DC script works against our
competitiveness and our ability to maintain our leadership
role in the world.
Quan Cao
Published in the Arizona Daily Star March 9,
2008
English plan is rife with issues
Re: the March 4 article "Horne:
Cost of English instruction is $40.6M."
http://www.azstarnet.com/allheadlines/228664
I
am disappointed that the Star is only covering the money
problems with HB 2064. There are so many problems with the
requirements for English language development classes for
ELLs besides money.
Research shows this type of education is detrimental to the
students and is ineffective in teaching English.
People need realize that "one size does not fit all,"
especially when educating our children.
The Star has a responsibility to inform the public of what a
bad idea this is and what their children will be facing.
Jamie Volkmer, Teacher, Tucson
Published in the Arizona Republic March
8, 2008:
Policies
create subclass of people
Regarding "Immigrants can
find way to get degree" (Letters, Feb. 22):
In relation to the termination of the Sunburst scholarships
for undocumented immigrants at Arizona State University, the
writer justly asks, "Why don't the students do what our
daughter, son and daughter-in-law are doing by working,
going part time and getting student loans?"
And later he adds, "Please let me know if there is a law out
there to prevent them from going this route."
Well, there are several laws and they are bundled in what is
now our immigration law. That's why we say the immigration
system is broken.
The students affected do not have a Social Security number,
cannot work, cannot apply for loans and on top of that they
have their tuition tripled. Now, thanks to the
anti-education legislators who create "laws" against young
people, they cannot receive scholarships.
Many of the students affected will gladly work their way to
school but even working full time at the most humble of
jobs, they would never have enough to pay their tripled
tuition.
What people do not know is we are creating a subclass of
persons in this country with the very same people we should
support for the sake of our future economy.
The students affected are accomplished American-educated
students that, given the opportunity, will fill jobs in
areas where there is need for professionals (teaching,
nursing, engineering etc.).
In spite of the adversity, the students have not lost faith
in America, the country they call home. They know that hard
work and determination are always rewarded in this country.
We are waiting for the DREAM Act, a bipartisan legislation
that will provide not amnesty, but a path to legalization to
students with proven talent and good moral character.
We need to encourage talented human resources in our country
to develop and give opportunities to those who are being
denied a Social Security number to work hard for their dream
of education and our dream of a better future for our
country. - Carmen Cornejo, Chandler
Sent to
the Arizona Daily Star, March 7, 2008:
Arizona's
English-learner students continue to lag behind statewide
average test results. Recently the courts stated, “When
Arizona moved away from bilingual education regardless of
students’ language abilities, these challenges have become
greater.”
How can it be
that the cheapest and most effective method for teaching
these children is a method that is practically outlawed in
Arizona?
In other
words, Tom Horne and his appointed staff at the AZ Dept. of
Ed have created a costly situation for both tax payers and
students. They have created national mockery of education
in this state. It’s time to clean-up the Arizona Department
of Education with a staff who knows about education.
Alejandra
Sotomayor, Retired Arizona Educator
Sent to the Oregonian, March 7, 2008
The state of Oregon claims that English learners are doing
much better under a new teaching method that emphasizes
grammar (“English
as a proficient language,” March 6, 2008). Not mentioned
by those quoted in the Oregonian, however, is the fact that
the measures used have changed: On their website, the Oregon
State Department of Education announced that “In the past,
schools were allowed to use a variety of tests, but this
year we have standardized testing …”
To see if there really was an improvement, the same measure
needs to be used.
Here is an example: Let’s compare two years of algebra
instruction, and let’s assume the students in each class are
equally capable and motivated. In last year’s algebra class,
35% of the students got A’s. This year, with a new teacher
50% got A’s. Is the new teacher better, or is she just an
easier grader?
Unless the students take the same tests,
we can’t tell.
Before we make extraordinary claims about the impact of
different teaching styles, a proper scientific analysis
needs to be done.
Stephen Krashen
Sent to the
Arizona Republic March 3, 2008:
Ken Ogilvie wonders
(“What's this struggle to learn English?” Mar. 2) whether
students’ are really struggling under Tom Horne’s mandate
that they be forced to endure four hours of English grammar
and language every day for an entire year. The struggle
should be apparent to anyone. After that kind of abuse, it
will take an awful lot of struggling to avoid developing a
profound disdain for the study of language.
Salvador Gabaldón,
Oro Valley, Arizona
Published in the Arizona Republic Feb. 29, 2008:
http://www.azcentral.com/arizonarepublic/opinions/articles/0229frilets291.html
The court is there to fix our mistakes
State Superintendent of Public Instruction
Tom Horne asks if "we live in a
representative republic, or are we being
dictated to by a lifetime judiciary" ("
English-learner
case strains Arizona's coffers,"
Republic, Tuesday).
Sometimes, the judiciary needs to bring us
back from misguided notions and unsound
principles as is the case with underfunding
the English-language program and insisting
on poor methodology to teach these children.
Without this judiciary check, we can become
unbalanced as a nation creating laws from
popular culture and sentiment while ignoring
justice.
A thousand times, I would prefer that all my
tax money be used to adequately fund
education in Arizona. -
Alejandra
Sotomayor, Laveen
The writer is a retired middle-school
teacher.
Published in the Korea Times, Feb. 28,
2008
Two Steps to Take
I'm writing in response to a Feb. 25 Korea
Times article, ``English Education Needs to
Start at Earlier Ages.''
Prof. Ahn Young-sop is 100 percent correct
when he points out that the overemphasis on
testing is hurting English language
education in Korea.
The situation is the same worldwide, and the
only ones who profit are companies that
produce the tests and test-preparation
materials.
His suggestion of expanding the use of
English in media also makes sense. Research
in language acquisition tells us that we
acquire language when we understand what we
hear and what we read, and media can provide
a great deal of ``comprehensible input."
Studies done over the last decade, largely
in Asia, confirm that wide self-selected
recreational reading has a powerful effect
on English language development for students
of English as a foreign language, and those
who establish a reading habit in English
will continue to improve as long as they
keep reading.
Prof. Cho Kyung-sook of the Busan National
University of Education has been an
important contributor to this research. The
obvious step to take is to vastly improve
English collections in public libraries and
school libraries.
Another obvious step to take is to increase
the amount of English aural input.
Fortunately, this can be done for free,
through
http://www.eslpod.com, which provides a
wide variety of listening experiences for
intermediate students of English as a
foreign language.
Increasing written and aural input will be
far more effective and far less expensive
than other paths, such as the establishment
of English villages, starting English very
early, and hiring more foreign teachers.
Stephen Krashen,
Professor emeritus
University of Southern California
Published in the Arizona Republic Feb. 27, 2008:
AIMS tutoring halt is heavy
with irony
Regarding "AIMS tutoring canceled" (Valley &
State, Sunday):
The Arizona Department of Education
announces the decision to halt funding for
AIMS tutoring the same week that the 9th
U.S. Circuit Court of Appeals announces its
findings that Arizona is not doing enough to
meet the needs of English-language learners.
It would be interesting to know the
demographics of the students who availed
themselves of the tutoring in their efforts
to meet the state standards for graduation.
Could it be that students whose needs are
not being met in the classroom now cannot
count on extra help outside the school day,
though they are willing to expend extra
effort?
More information would be helpful. -
Katrina Romijn, Peoria
Sent to the Arizona Republic Feb. 26, 2008:
Superintendent Tom
Horne asks if “we
live in a representative republic, or are we
being dictated to by a lifetime judiciary”
(Feb. 26, 2008). Sometimes the
judiciary needs to bring us back from
misguided notions and unsound principles as
is the case with underfunding the English
language program and insisting on poor
methodology to teach these children.
Without this judiciary check we can become
unbalanced as a nation creating laws from
popular culture and sentiment while ignoring
justice.
A thousand
times, I would prefer that all my tax money
be used to adequately fund education in
Arizona.
Alejandra
Sotomayor, Retired Middle School Teacher
Sent to the Arizona Republic Feb. 23, 2008:
The courts have ruled Arizona's
English-learner students continue to lag behind statewide
average test results stating “When Arizona moved away from
bilingual education regardless of students’ language
abilities, these challenges have become greater.” (Appeals
court upholds judge's order on ELL deadline for Arizona,
2/23/08)
In other words, Tom Horne and his
appointed staff at the AZ Dept. of Ed have created a costly
situation for both tax payers and students. It’s time to
place a highly qualified educator in the State
Superintendent office that can place equally qualified
educators in key positions.
They have created national mockery of
education in Arizona.
Alejandra Sotomayor, an Embarrassed
Retired Arizona Bilingual Educator
Sent to the Arizona Republic Feb. 23, 2008:
“A
federal appeals panel ruled Friday that English-language
instruction law is so flawed that it ‘may well retard or
reverse whatever progress has been’ made in the instruction
of more than 134,000 Arizona children who are struggling to
learn English,” the Republic (Feb 23) reported.
The Republic noted that the
panel said “officials could resolve the case by abandoning
the two-year funding cutoff and declining to consider
federal funds in the grant-making process.”
That would help, but the problems are
now much deeper. Tom Horne (R), our state superintendent who
aspires to the governor’s office, and the state’s ELL Task
Force have profoundly weakened the quality of English
learner education programs by insisting on antiquated
approaches which are certain to lower academic outcomes for
these students in the ensuing years.
Horne will get boasting rights with
political allays, while the state’s English learners
continue to suffer as the establishment’s cherished
political football.
Jeff MacSwan, Chandler, Arizona
The writer is associate professor of
education and director of the Applied Linguistics Program at
Arizona State University.
Published in the Arizona
Republic, Feb. 20, 2008:
Ending ASU scholarships loses talent
AABE
is a