When You Don't Learn Your Parent's Language, What Is Lost?
California Books: Kids Reflecting on Journeys of Migration
'Our Own Journeys': The Growing Push for More Bilingual Children's Books in Schools and Libraries
As California Bilingual Education Grows, Teacher Training Is Key
Proposition 58 Would Undo Limitations on Bilingual Education
Some California Preschools Serve Young English Learners Well, But It's Tough
Speak, Write, Read: Bilinguals Seal the Deal
Sponsored
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She has rappelled down into caves and gone up in helicopters for KQED’s The California Report but her favorite place to pursue a story is the High Sierra or any family-run bakery, of course. Alice has a masters in journalism from Columbia University and teaches at Fresno State. She is a California Healthline Regional Correspondent and a frequent contributor to Success magazine. In her free time, she skis and hikes, throws pottery, practices piano and looks out the window.","avatar":"https://secure.gravatar.com/avatar/e611aa06593b114a67f9f123a8e875ad?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["author"]},{"site":"stateofhealth","roles":["author"]}],"headData":{"title":"Alice Daniel | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/e611aa06593b114a67f9f123a8e875ad?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/e611aa06593b114a67f9f123a8e875ad?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/aliceldaniel"},"kqed":{"type":"authors","id":"236","meta":{"index":"authors_1591205172","id":"236","found":true},"name":"KQED News Staff","firstName":"KQED News Staff","lastName":null,"slug":"kqed","email":"faq@kqed.org","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ef0e801a68c4c54afa9180db14084167?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["contributor"]},{"site":"news","roles":["editor"]},{"site":"futureofyou","roles":["author"]}],"headData":{"title":"KQED News Staff | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ef0e801a68c4c54afa9180db14084167?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ef0e801a68c4c54afa9180db14084167?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/kqed"},"dkatayama":{"type":"authors","id":"7240","meta":{"index":"authors_1591205172","id":"7240","found":true},"name":"Devin Katayama","firstName":"Devin","lastName":"Katayama","slug":"dkatayama","email":"dkatayama@kqed.org","display_author_email":true,"staff_mastheads":["news"],"title":"Editor of Talent and Development","bio":"Devin Katayama is former Editor of Talent and Development for KQED. He supported our internship program and on-call staff by looking for equitable opportunities to improve the newsroom.\r\n\r\nHe previously hosted The Bay and American Suburb podcasts from KQED News. Prior to returning to the Bay Area in 2015, Devin was the education reporter for WFPL in Louisville and worked as a producer with radio stations in Chicago and Portland, OR. His work has appeared on NPR’s \u003cem>Morning Edition, All Things Considered, The Takeaway\u003c/em> and \u003cem>Here and Now.\u003c/em>\r\n\r\nDevin earned his MA in Journalism from Columbia College Chicago, where he was a Follett Fellow and the recipient of the 2011 Studs Terkel Community Media Workshop Scholarship for his story on Chicago's homeless youth. He won WBUR's 2014 Daniel Schorr award and a regional RTNDA Edward R. Murrow Award for his documentary \"At Risk\" that looked at issues facing some of Louisville's students. Devin has also received numerous local awards from the Associated Press and the Society of Professional Journalists.","avatar":"https://secure.gravatar.com/avatar/d0d2978a31002fb2de107921a8e18405?s=600&d=blank&r=g","twitter":"RadioDevin","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["editor"]},{"site":"news","roles":["author"]},{"site":"stateofhealth","roles":["author"]},{"site":"forum","roles":["editor"]},{"site":"perspectives","roles":["editor"]}],"headData":{"title":"Devin Katayama | KQED","description":"Editor of Talent and Development","ogImgSrc":"https://secure.gravatar.com/avatar/d0d2978a31002fb2de107921a8e18405?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/d0d2978a31002fb2de107921a8e18405?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/dkatayama"},"cveltman":{"type":"authors","id":"8608","meta":{"index":"authors_1591205172","id":"8608","found":true},"name":"Chloe Veltman","firstName":"Chloe","lastName":"Veltman","slug":"cveltman","email":"cveltman@kqed.org","display_author_email":true,"staff_mastheads":["news"],"title":"Arts and Culture Reporter","bio":"Chloe Veltman is a former arts and culture reporter for KQED. Prior to joining the organization, she launched and led the arts bureau at Colorado Public Radio, served as the Bay Area's culture columnist for the New York Times, and was the founder, host and executive producer of VoiceBox, a national award-winning weekly podcast/radio show and live events series all about the human voice. Chloe is the recipient of numerous prizes, grants and fellowships including a Webby Award for her work on interactive storytelling, both the John S Knight Journalism Fellowship and Humanities Center Fellowship at Stanford University, the Sundance Arts Writing Fellowship and a Library of Congress Research Fellowship. She is the author of the book \"On Acting\" and has appeared as a guest lecturer at Yale University and the San Francisco Conservatory of Music among other institutions. She holds a BA in english literature from King's College, Cambridge, and a Masters in Dramaturgy from the Central School of Speech and Drama/Harvard Institute for Advanced Theater Training.\r\n\u003ca href=\"https://www.chloeveltman.com\">www.chloeveltman.com\u003c/a>","avatar":"https://secure.gravatar.com/avatar/55403394b00a1ddab683952c2eb2cf85?s=600&d=blank&r=g","twitter":"chloeveltman","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["administrator"]},{"site":"news","roles":["author"]},{"site":"pop","roles":["editor"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Chloe Veltman | KQED","description":"Arts and Culture Reporter","ogImgSrc":"https://secure.gravatar.com/avatar/55403394b00a1ddab683952c2eb2cf85?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/55403394b00a1ddab683952c2eb2cf85?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/cveltman"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"news","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"news_11914760":{"type":"posts","id":"news_11914760","meta":{"index":"posts_1591205157","site":"news","id":"11914760","score":null,"sort":[1669370439000]},"guestAuthors":[],"slug":"when-you-dont-learn-your-parents-language-what-is-lost","title":"When You Don't Learn Your Parent's Language, What Is Lost?","publishDate":1669370439,"format":"standard","headTitle":"The California Report Magazine | KQED News","labelTerm":{"term":26731,"site":"news"},"content":"\u003cp>Throughout my life, I’ve fielded the question of whether or not I speak Japanese. It’s my heritage language, because it’s the language my mom speaks.\u003c/p>\n\u003cp>But my mom never raised me to speak it. The reason goes back five years before I was born, when my mom was pregnant with my older brother, Max.\u003c/p>\n\u003ch2>Breastfeeding and bilingualism\u003c/h2>\n\u003cp>At the time, she made two firm parenting choices for her soon-to-be-born son: to raise him to be bilingual and to breastfeed him.\u003c/p>\n\u003cp>My mom considered breastfeeding the first positive thing she could do for the health of her newborn. But when he was born in 1994, Max wasn’t able to latch or suck. So instead, my mom used a pump to bottle-feed him.\u003c/p>\n\u003cp>“At that time, I thought it [was] because of me,” my mom, Yasuko Bloom, said. English isn’t her first language, so I’ve corrected it here for clarity. “I felt really bad. I felt like I failed at something I really wanted to do for him.”\u003c/p>\n\u003cfigure id=\"attachment_11914783\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56022_Izzy-and-Max_12.22.2001.jpg\">\u003cimg class=\"wp-image-11914783 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56022_Izzy-and-Max_12.22.2001-800x539.jpg\" alt=\"A young girl and boy sit, giggling, in a basket.\" width=\"800\" height=\"539\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56022_Izzy-and-Max_12.22.2001-800x539.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56022_Izzy-and-Max_12.22.2001-1020x687.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56022_Izzy-and-Max_12.22.2001-160x108.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56022_Izzy-and-Max_12.22.2001-1536x1034.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56022_Izzy-and-Max_12.22.2001.jpg 1772w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Izzy (left) and Max Bloom giggling in a basket together, surrounded by their toys, on Dec. 22, 2001. \u003ccite>(Courtesy of the Bloom family)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She suspected there was a connection between Max’s inability to breastfeed and the difficult time she had giving birth to him. His heartbeat had been weak, so the doctor told my mom she’d have to perform an emergency cesarean. Then, when he was born, Max had undescended testicles, a weak cry and poor muscle tone.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I thought everything, it should be normal,” my mom said. “But it was very different from the beginning.”\u003c/p>\n\u003cp>The weak muscle tone turned out to be the reason Max wasn’t able to breastfeed. But when my mom brought her concerns to Max’s pediatrician, he brushed her off and told her that all first-time mothers worry. She recalls him telling her that everything was fine, and Max was a happy baby.\u003c/p>\n\u003cp>And it’s true, he was a happy baby, as she recalls. He rarely cried and was a delightfully friendly child who’d go up to strangers and stretch his chubby arms out, asking to be picked up, and melt, at complete ease, in their arms.\u003c/p>\n\u003cp>And once my mom made the switch from formula to regular food, she says Max had no problems eating. In fact, it seemed he would eat anything as a baby.\u003c/p>\n\u003cp>“We could go to a restaurant and order a plate of steamed broccoli,” my dad, Ira Bloom, said. “And he would sit there happily eating the steamed broccoli. And people, you know, their eyes were agog. Who was this kid eating the vegetables?”\u003c/p>\n\u003ch2>From disbelief to acceptance\u003c/h2>\n\u003cp>Even though my mom’s first nonnegotiable parenting goal fell through, she was still committed to teaching him his heritage language, Japanese.\u003c/p>\n\u003cp>My mom was born in Japan and met my dad, who’s American and white, in Okayama Prefecture in 1986. At the time, she was working as a fashion designer and my dad was teaching English. Three months after they met, my parents got engaged, moved to the United States and got married, eventually settling in Washington, D.C.\u003c/p>\n\u003cfigure id=\"attachment_11914820\" class=\"wp-caption alignnone\" style=\"max-width: 1907px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56017_family-photo-2005-1.jpg\">\u003cimg class=\"wp-image-11914820 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56017_family-photo-2005-1.jpg\" alt=\"A family - father, mother, young son and young daughter - pose for a photo.\" width=\"1907\" height=\"1693\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56017_family-photo-2005-1.jpg 1907w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56017_family-photo-2005-1-800x710.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56017_family-photo-2005-1-1020x906.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56017_family-photo-2005-1-160x142.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56017_family-photo-2005-1-1536x1364.jpg 1536w\" sizes=\"(max-width: 1907px) 100vw, 1907px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ira, Yasuko, Izzy and Max Bloom on a family trip to northern Okayama Prefecture in Japan, circa 2005. \u003ccite>(Courtesy of the Bloom family)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Raising her children to be bilingual felt really important to my mom because she worried her kids wouldn’t understand her, not only linguistically, but she also feared we would never really know her.\u003c/p>\n\u003cp>“I did worry about if my kids didn’t understand Japanese, maybe [they’d] never really get to know me,” she said.\u003c/p>\n\u003cp>So for the first three years of Max's life, my mom spoke to him exclusively in Japanese. She fondly remembers carrying Max while walking through the house singing Japanese lullabies. Meanwhile, my dad spoke to him only in English, so Max could learn both languages.\u003c/p>\n\u003cp>But Max wasn’t really picking up either language. In fact, he wasn’t hitting any of the development milestones my parents expected to see: sitting upright, crawling, babbling, walking and talking. And when my mom started taking Max to day care, the differences between him and the other kids his age became glaringly obvious.\u003c/p>\n\u003cp>She insisted that Max get genetically tested.\u003c/p>\n\u003cp>In 1997, at the age of 3, Max was diagnosed with a \u003ca href=\"https://rarediseases.org/rare-diseases/prader-willi-syndrome/#:~:text=Prader%2DWilli%20syndrome%20(PWS),growth%20and%20other%20hormone%20deficiency.\">rare genetic disorder called Prader-Willi Syndrome\u003c/a>, or PWS.\u003c/p>\n\u003cp>“Even though he was delayed, I never expected that something is really totally wrong to carry on into his life,” my mom said. “I was expecting something wrong but, you know, maybe a little delay. But he would catch up at some point.”\u003c/p>\n\u003cp>But everything my mom read about the disorder only heightened her concern.\u003c/p>\n\u003cp>“The scary thing was reading the articles, and I was scared of the future,” she said. “What kind of future [is] waiting for him? For us?”\u003c/p>\n\u003cp>The most distinct symptom for people with PWS is hyperphagia, an unabating hunger and unrelenting, compulsive urge to consume food. They can also have physical challenges like a lack of muscle tone, stunted growth and poor motor skills, as well as cognitive deficits and profound learning disabilities. Many develop diabetes and life-threatening obesity, struggle with obsessive-compulsive disorder and attention-deficit issues, and can become aggressive in their pursuit of food.\u003c/p>\n\u003cp>“We were devastated, went through the grieving process,” my dad said of getting Max’s diagnosis. “I remember everything. Being angry. Denying it. Bargaining. You know, anger. Boy, that was really something. And then, you know, ultimately, acceptance.”\u003c/p>\n\u003ch2>Bilingualism and disability\u003c/h2>\n\u003cp>Once Max was diagnosed, his pediatrician and speech-language pathologists advised my mom against raising him in a bilingual household. His language development was already delayed, and they argued that adding a second language to the mix would only confuse him and further impede his ability to learn English.\u003c/p>\n\u003cp>I’d always believed that this was the reason I wasn’t raised bilingual. When people ask me if I speak Japanese, I explain my brother’s diagnosis, and how, when I came along five years after him, it was too complicated for my mom to only speak to one child in Japanese.\u003c/p>\n\u003cp>But this past year, I became obsessed with understanding the clinical recommendations my parents received, and sought to find out whether there really are any detriments to raising a child with PWS in a bilingual household.\u003c/p>\n\u003cfigure id=\"attachment_11914782\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-scaled.jpg\">\u003cimg class=\"wp-image-11914782 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-800x600.jpg\" alt=\"A young girl and boy stand in a living room, with a Japanese garment hanging on the wall behind them.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Izzy and Max Bloom chat in the living room of their family home in Sebastopol in 2007. \u003ccite>(Courtesy of the Bloom family)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I pored over studies and research papers about the effects of multilingualism on children with autism and Down syndrome and eventually found Estela Garcia Alcaraz’s recent study, the only paper I could find focusing on my brother’s rare syndrome.\u003c/p>\n\u003cp>In her study, Garcia Alcaraz, a \u003ca href=\"https://www.uib.eu/personal/ABjM4NjgzNw/\">professor of Spanish, modern and classical languages\u003c/a> at the University of Balearic Islands in Spain, investigated how bilingualism affects the \u003ca href=\"https://ruor.uottawa.ca/bitstream/10393/41809/3/Garcia_Alcaraz_Estela_2021_thesis.pdf\">cognitive and linguistic abilities of people with PWS\u003c/a>.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"bilingual\"]The participants in her study all had PWS, but some knew only Spanish while others spoke both Spanish and Catalan. Participants were directed to complete a variety of tasks, in an effort to determine how bilingualism affects the executive control, metalinguistic and narrative abilities of people with PWS.\u003c/p>\n\u003cp>“Our findings not only suggest that individuals with Prader-Willi Syndrome can become bilingual without evidence of negative effects,” Garcia Alcaraz wrote in her study, “but also that they can achieve a similar level of performance, or even outperform monolingual speakers in certain linguistic abilities in Spanish — the non-dominant language for the majority of the bilingual participants. Spanish-Catalan bilinguals showed comparable metalinguistic and narrative abilities in both their languages.”\u003c/p>\n\u003cp>Ultimately, I discovered that there’s no empirical data to support the idea that bilingualism is harmful to language development for children with PWS.\u003c/p>\n\u003cp>Which means the story I’ve been telling for most of my life about why I wasn’t raised to speak Japanese is not true.\u003c/p>\n\u003cp>Betty Yu, a speech and language professor at San Francisco State University, said research is “pretty conclusive” that bilingualism and multilingualism are assets for children with disabilities, regardless of their diagnoses.\u003c/p>\n\u003cp>“Once we started controlling for a lot of different other social factors, the bilingualism has not shown itself to be more taxing, to be interfering,” said Yu, whose \u003ca href=\"https://faculty.sfsu.edu/~bettyyu/\">research focuses on language development\u003c/a> in multilingual children of color with disabilities. “One language doesn’t slow another one down. It doesn’t overwhelm the child.”\u003c/p>\n\u003cp>“In the U.S., what is so interesting is that we are probably the most plurilingual country in the world. We have a lot of languages that are being spoken,” she said. “But it's also one of the most aggressively ideologically monolingual countries in the world in that we really don't casually accept that multilingualism is normal and should be preserved.”\u003c/p>\n\u003cfigure id=\"attachment_11914781\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-scaled.jpg\">\u003cimg class=\"wp-image-11914781 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-800x600.jpg\" alt=\"A young girl and boy, dressed in Halloween costumes, make funny faces.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Izzy and Max Bloom make silly faces on Halloween in 2007. \u003ccite>(Courtesy of the Bloom family)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Speech-language pathologists also are overwhelmingly white: The American Speech-Language-Hearing Association’s \u003ca href=\"https://www.asha.org/siteassets/surveys/2020-member-and-affiliate-profile.pdf\">member demographic was 92% white\u003c/a>, as of 2020.\u003c/p>\n\u003cp>Before the 1960s, psychologists \u003ca href=\"https://www.edweek.org/teaching-learning/bilingualism-a-cognitive-advantage-or-disadvantage-for-children/1987/04\">viewed bilingualism as a disability\u003c/a> in any child’s development. The “language handicap” theory, as it was known, can be traced back to anti-immigrant sentiment in the early 1900s.\u003c/p>\n\u003cp>“It’s tied up a lot with views on immigration, on race. Language can’t be divorced from those things,” Yu said. “Bilingualism is often seen as a barrier to the achievement of a norm. So when we’re talking about disability, as something seen as abnormal … those two things sort of mutually enforce each other.”\u003c/p>\n\u003cp>But since the 1960s, Yu said, “waves and waves of data” have confirmed the cognitive, social and cultural benefits of multilingualism for children.\u003c/p>\n\u003cp>And now, a growing body of research is confirming those same findings for children with disabilities.\u003c/p>\n\u003cp>Even so, Yu said, she continues to hear from parents of kids with disabilities who are advised by their children’s pediatricians and speech-language pathologists against raising their kids in multilingual households.\u003c/p>\n\u003ch2>Communication is more than what we say\u003c/h2>\n\u003cp>I carefully described these findings to my mom, thinking the information might make her feel somewhat regretful for not raising us to speak Japanese.\u003c/p>\n\u003cp>But instead, she told me that if she were to do it all again, she probably still wouldn’t raise us to be bilingual. At the time, Max’s diagnosis was a big enough challenge to tackle, she said.\u003c/p>\n\u003cp>“I don’t know if he’s bilingual [if it would make] him so different,” my mom said.\u003c/p>\n\u003cfigure id=\"attachment_11914779\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56018_family-in-Japan.jpg\">\u003cimg class=\"wp-image-11914779 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56018_family-in-Japan-800x1137.jpg\" alt=\"A family — young girl, mom, dad and young boy — pose in a field, with a large mountain in the background.\" width=\"800\" height=\"1137\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56018_family-in-Japan-800x1137.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56018_family-in-Japan-1020x1450.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56018_family-in-Japan-160x227.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56018_family-in-Japan.jpg 1037w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Izzy, Yasuko, Ira and Max Bloom on a family trip to Hiruzen, Okayama Prefecture, Japan, circa 2004. \u003ccite>(Courtesy of the Bloom family)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Max told me he wishes she had taught him Japanese. That’s because, just like when he was a baby, Max is still incredibly social. He calls up our dad’s family on the East Coast almost daily, usually to just tell our grandma what he ate that day. But he can’t call our mom’s family in Japan because he can’t understand them.\u003c/p>\n\u003cp>“It would [have] made life a lot easier to understand my mom and my dad, so I can talk to my family in Japan,” Max said, adding that he’s confident he would’ve been able to learn Japanese if our mom had taught it to him when he was growing up.\u003c/p>\n\u003cp>When I asked my mom if the big fear she once had — that her kids wouldn’t really understand her if they weren’t raised with their heritage language — had ever materialized, she said it really hadn’t. What she eventually realized, she explained to me, is that communication is more nuanced than just what we say.\u003c/p>\n\u003cp>That is, there’s so much more than just speech that is happening when we communicate, like body language, tone and attentive listening.\u003c/p>\n\u003cp>At the end of the interview with my dad, as he started walking away, he told me that beyond my mom’s ability to speak English relatively well, she has a tenacity to make sure you understand what she’s saying. Even if she has to repeat herself five times and phrase it in different ways, she always makes sure that people hear her, whether it’s in the workplace, with strangers or with us, her family.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I think that happens, living in a foreign country with a different language. [I] have to make sure, because I might be wrong,” my mom said in response to my dad. “And I don’t like to do mistake, I don’t like to be misunderstood.”\u003c/p>\n\n","blocks":[],"excerpt":"The mother of KQED reporter Izzy Bloom never taught her daughter to speak her native language, Japanese, because she was told by doctors that doing so would be detrimental to her brother, who has a rare genetic syndrome. The truth turned out to be more complicated.","status":"publish","parent":0,"modified":1669512657,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":53,"wordCount":2244},"headData":{"title":"When You Don't Learn Your Parent's Language, What Is Lost? | KQED","description":"The mother of KQED reporter Izzy Bloom never taught her daughter to speak her native language, Japanese, because she was told by doctors that doing so would be detrimental to her brother, who has a rare genetic syndrome. The truth turned out to be more complicated.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"When You Don't Learn Your Parent's Language, What Is Lost?","datePublished":"2022-11-25T10:00:39.000Z","dateModified":"2022-11-27T01:30:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11914760 https://ww2.kqed.org/news/?p=11914760","disqusUrl":"https://ww2.kqed.org/news/2022/11/25/when-you-dont-learn-your-parents-language-what-is-lost/","disqusTitle":"When You Don't Learn Your Parent's Language, What Is Lost?","audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC7303723492.mp3?updated=1653006322","nprByline":"Izzy Bloom","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/news/11914760/when-you-dont-learn-your-parents-language-what-is-lost","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Throughout my life, I’ve fielded the question of whether or not I speak Japanese. It’s my heritage language, because it’s the language my mom speaks.\u003c/p>\n\u003cp>But my mom never raised me to speak it. The reason goes back five years before I was born, when my mom was pregnant with my older brother, Max.\u003c/p>\n\u003ch2>Breastfeeding and bilingualism\u003c/h2>\n\u003cp>At the time, she made two firm parenting choices for her soon-to-be-born son: to raise him to be bilingual and to breastfeed him.\u003c/p>\n\u003cp>My mom considered breastfeeding the first positive thing she could do for the health of her newborn. But when he was born in 1994, Max wasn’t able to latch or suck. So instead, my mom used a pump to bottle-feed him.\u003c/p>\n\u003cp>“At that time, I thought it [was] because of me,” my mom, Yasuko Bloom, said. English isn’t her first language, so I’ve corrected it here for clarity. “I felt really bad. I felt like I failed at something I really wanted to do for him.”\u003c/p>\n\u003cfigure id=\"attachment_11914783\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56022_Izzy-and-Max_12.22.2001.jpg\">\u003cimg class=\"wp-image-11914783 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56022_Izzy-and-Max_12.22.2001-800x539.jpg\" alt=\"A young girl and boy sit, giggling, in a basket.\" width=\"800\" height=\"539\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56022_Izzy-and-Max_12.22.2001-800x539.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56022_Izzy-and-Max_12.22.2001-1020x687.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56022_Izzy-and-Max_12.22.2001-160x108.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56022_Izzy-and-Max_12.22.2001-1536x1034.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56022_Izzy-and-Max_12.22.2001.jpg 1772w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Izzy (left) and Max Bloom giggling in a basket together, surrounded by their toys, on Dec. 22, 2001. \u003ccite>(Courtesy of the Bloom family)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She suspected there was a connection between Max’s inability to breastfeed and the difficult time she had giving birth to him. His heartbeat had been weak, so the doctor told my mom she’d have to perform an emergency cesarean. Then, when he was born, Max had undescended testicles, a weak cry and poor muscle tone.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I thought everything, it should be normal,” my mom said. “But it was very different from the beginning.”\u003c/p>\n\u003cp>The weak muscle tone turned out to be the reason Max wasn’t able to breastfeed. But when my mom brought her concerns to Max’s pediatrician, he brushed her off and told her that all first-time mothers worry. She recalls him telling her that everything was fine, and Max was a happy baby.\u003c/p>\n\u003cp>And it’s true, he was a happy baby, as she recalls. He rarely cried and was a delightfully friendly child who’d go up to strangers and stretch his chubby arms out, asking to be picked up, and melt, at complete ease, in their arms.\u003c/p>\n\u003cp>And once my mom made the switch from formula to regular food, she says Max had no problems eating. In fact, it seemed he would eat anything as a baby.\u003c/p>\n\u003cp>“We could go to a restaurant and order a plate of steamed broccoli,” my dad, Ira Bloom, said. “And he would sit there happily eating the steamed broccoli. And people, you know, their eyes were agog. Who was this kid eating the vegetables?”\u003c/p>\n\u003ch2>From disbelief to acceptance\u003c/h2>\n\u003cp>Even though my mom’s first nonnegotiable parenting goal fell through, she was still committed to teaching him his heritage language, Japanese.\u003c/p>\n\u003cp>My mom was born in Japan and met my dad, who’s American and white, in Okayama Prefecture in 1986. At the time, she was working as a fashion designer and my dad was teaching English. Three months after they met, my parents got engaged, moved to the United States and got married, eventually settling in Washington, D.C.\u003c/p>\n\u003cfigure id=\"attachment_11914820\" class=\"wp-caption alignnone\" style=\"max-width: 1907px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56017_family-photo-2005-1.jpg\">\u003cimg class=\"wp-image-11914820 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56017_family-photo-2005-1.jpg\" alt=\"A family - father, mother, young son and young daughter - pose for a photo.\" width=\"1907\" height=\"1693\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56017_family-photo-2005-1.jpg 1907w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56017_family-photo-2005-1-800x710.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56017_family-photo-2005-1-1020x906.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56017_family-photo-2005-1-160x142.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56017_family-photo-2005-1-1536x1364.jpg 1536w\" sizes=\"(max-width: 1907px) 100vw, 1907px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ira, Yasuko, Izzy and Max Bloom on a family trip to northern Okayama Prefecture in Japan, circa 2005. \u003ccite>(Courtesy of the Bloom family)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Raising her children to be bilingual felt really important to my mom because she worried her kids wouldn’t understand her, not only linguistically, but she also feared we would never really know her.\u003c/p>\n\u003cp>“I did worry about if my kids didn’t understand Japanese, maybe [they’d] never really get to know me,” she said.\u003c/p>\n\u003cp>So for the first three years of Max's life, my mom spoke to him exclusively in Japanese. She fondly remembers carrying Max while walking through the house singing Japanese lullabies. Meanwhile, my dad spoke to him only in English, so Max could learn both languages.\u003c/p>\n\u003cp>But Max wasn’t really picking up either language. In fact, he wasn’t hitting any of the development milestones my parents expected to see: sitting upright, crawling, babbling, walking and talking. And when my mom started taking Max to day care, the differences between him and the other kids his age became glaringly obvious.\u003c/p>\n\u003cp>She insisted that Max get genetically tested.\u003c/p>\n\u003cp>In 1997, at the age of 3, Max was diagnosed with a \u003ca href=\"https://rarediseases.org/rare-diseases/prader-willi-syndrome/#:~:text=Prader%2DWilli%20syndrome%20(PWS),growth%20and%20other%20hormone%20deficiency.\">rare genetic disorder called Prader-Willi Syndrome\u003c/a>, or PWS.\u003c/p>\n\u003cp>“Even though he was delayed, I never expected that something is really totally wrong to carry on into his life,” my mom said. “I was expecting something wrong but, you know, maybe a little delay. But he would catch up at some point.”\u003c/p>\n\u003cp>But everything my mom read about the disorder only heightened her concern.\u003c/p>\n\u003cp>“The scary thing was reading the articles, and I was scared of the future,” she said. “What kind of future [is] waiting for him? For us?”\u003c/p>\n\u003cp>The most distinct symptom for people with PWS is hyperphagia, an unabating hunger and unrelenting, compulsive urge to consume food. They can also have physical challenges like a lack of muscle tone, stunted growth and poor motor skills, as well as cognitive deficits and profound learning disabilities. Many develop diabetes and life-threatening obesity, struggle with obsessive-compulsive disorder and attention-deficit issues, and can become aggressive in their pursuit of food.\u003c/p>\n\u003cp>“We were devastated, went through the grieving process,” my dad said of getting Max’s diagnosis. “I remember everything. Being angry. Denying it. Bargaining. You know, anger. Boy, that was really something. And then, you know, ultimately, acceptance.”\u003c/p>\n\u003ch2>Bilingualism and disability\u003c/h2>\n\u003cp>Once Max was diagnosed, his pediatrician and speech-language pathologists advised my mom against raising him in a bilingual household. His language development was already delayed, and they argued that adding a second language to the mix would only confuse him and further impede his ability to learn English.\u003c/p>\n\u003cp>I’d always believed that this was the reason I wasn’t raised bilingual. When people ask me if I speak Japanese, I explain my brother’s diagnosis, and how, when I came along five years after him, it was too complicated for my mom to only speak to one child in Japanese.\u003c/p>\n\u003cp>But this past year, I became obsessed with understanding the clinical recommendations my parents received, and sought to find out whether there really are any detriments to raising a child with PWS in a bilingual household.\u003c/p>\n\u003cfigure id=\"attachment_11914782\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-scaled.jpg\">\u003cimg class=\"wp-image-11914782 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-800x600.jpg\" alt=\"A young girl and boy stand in a living room, with a Japanese garment hanging on the wall behind them.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56021_max-and-izzy-2007-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Izzy and Max Bloom chat in the living room of their family home in Sebastopol in 2007. \u003ccite>(Courtesy of the Bloom family)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I pored over studies and research papers about the effects of multilingualism on children with autism and Down syndrome and eventually found Estela Garcia Alcaraz’s recent study, the only paper I could find focusing on my brother’s rare syndrome.\u003c/p>\n\u003cp>In her study, Garcia Alcaraz, a \u003ca href=\"https://www.uib.eu/personal/ABjM4NjgzNw/\">professor of Spanish, modern and classical languages\u003c/a> at the University of Balearic Islands in Spain, investigated how bilingualism affects the \u003ca href=\"https://ruor.uottawa.ca/bitstream/10393/41809/3/Garcia_Alcaraz_Estela_2021_thesis.pdf\">cognitive and linguistic abilities of people with PWS\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"related coverage ","tag":"bilingual"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The participants in her study all had PWS, but some knew only Spanish while others spoke both Spanish and Catalan. Participants were directed to complete a variety of tasks, in an effort to determine how bilingualism affects the executive control, metalinguistic and narrative abilities of people with PWS.\u003c/p>\n\u003cp>“Our findings not only suggest that individuals with Prader-Willi Syndrome can become bilingual without evidence of negative effects,” Garcia Alcaraz wrote in her study, “but also that they can achieve a similar level of performance, or even outperform monolingual speakers in certain linguistic abilities in Spanish — the non-dominant language for the majority of the bilingual participants. Spanish-Catalan bilinguals showed comparable metalinguistic and narrative abilities in both their languages.”\u003c/p>\n\u003cp>Ultimately, I discovered that there’s no empirical data to support the idea that bilingualism is harmful to language development for children with PWS.\u003c/p>\n\u003cp>Which means the story I’ve been telling for most of my life about why I wasn’t raised to speak Japanese is not true.\u003c/p>\n\u003cp>Betty Yu, a speech and language professor at San Francisco State University, said research is “pretty conclusive” that bilingualism and multilingualism are assets for children with disabilities, regardless of their diagnoses.\u003c/p>\n\u003cp>“Once we started controlling for a lot of different other social factors, the bilingualism has not shown itself to be more taxing, to be interfering,” said Yu, whose \u003ca href=\"https://faculty.sfsu.edu/~bettyyu/\">research focuses on language development\u003c/a> in multilingual children of color with disabilities. “One language doesn’t slow another one down. It doesn’t overwhelm the child.”\u003c/p>\n\u003cp>“In the U.S., what is so interesting is that we are probably the most plurilingual country in the world. We have a lot of languages that are being spoken,” she said. “But it's also one of the most aggressively ideologically monolingual countries in the world in that we really don't casually accept that multilingualism is normal and should be preserved.”\u003c/p>\n\u003cfigure id=\"attachment_11914781\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-scaled.jpg\">\u003cimg class=\"wp-image-11914781 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-800x600.jpg\" alt=\"A young girl and boy, dressed in Halloween costumes, make funny faces.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56020_izzy-and-max-halloween-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Izzy and Max Bloom make silly faces on Halloween in 2007. \u003ccite>(Courtesy of the Bloom family)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Speech-language pathologists also are overwhelmingly white: The American Speech-Language-Hearing Association’s \u003ca href=\"https://www.asha.org/siteassets/surveys/2020-member-and-affiliate-profile.pdf\">member demographic was 92% white\u003c/a>, as of 2020.\u003c/p>\n\u003cp>Before the 1960s, psychologists \u003ca href=\"https://www.edweek.org/teaching-learning/bilingualism-a-cognitive-advantage-or-disadvantage-for-children/1987/04\">viewed bilingualism as a disability\u003c/a> in any child’s development. The “language handicap” theory, as it was known, can be traced back to anti-immigrant sentiment in the early 1900s.\u003c/p>\n\u003cp>“It’s tied up a lot with views on immigration, on race. Language can’t be divorced from those things,” Yu said. “Bilingualism is often seen as a barrier to the achievement of a norm. So when we’re talking about disability, as something seen as abnormal … those two things sort of mutually enforce each other.”\u003c/p>\n\u003cp>But since the 1960s, Yu said, “waves and waves of data” have confirmed the cognitive, social and cultural benefits of multilingualism for children.\u003c/p>\n\u003cp>And now, a growing body of research is confirming those same findings for children with disabilities.\u003c/p>\n\u003cp>Even so, Yu said, she continues to hear from parents of kids with disabilities who are advised by their children’s pediatricians and speech-language pathologists against raising their kids in multilingual households.\u003c/p>\n\u003ch2>Communication is more than what we say\u003c/h2>\n\u003cp>I carefully described these findings to my mom, thinking the information might make her feel somewhat regretful for not raising us to speak Japanese.\u003c/p>\n\u003cp>But instead, she told me that if she were to do it all again, she probably still wouldn’t raise us to be bilingual. At the time, Max’s diagnosis was a big enough challenge to tackle, she said.\u003c/p>\n\u003cp>“I don’t know if he’s bilingual [if it would make] him so different,” my mom said.\u003c/p>\n\u003cfigure id=\"attachment_11914779\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56018_family-in-Japan.jpg\">\u003cimg class=\"wp-image-11914779 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56018_family-in-Japan-800x1137.jpg\" alt=\"A family — young girl, mom, dad and young boy — pose in a field, with a large mountain in the background.\" width=\"800\" height=\"1137\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56018_family-in-Japan-800x1137.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56018_family-in-Japan-1020x1450.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56018_family-in-Japan-160x227.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS56018_family-in-Japan.jpg 1037w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Izzy, Yasuko, Ira and Max Bloom on a family trip to Hiruzen, Okayama Prefecture, Japan, circa 2004. \u003ccite>(Courtesy of the Bloom family)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Max told me he wishes she had taught him Japanese. That’s because, just like when he was a baby, Max is still incredibly social. He calls up our dad’s family on the East Coast almost daily, usually to just tell our grandma what he ate that day. But he can’t call our mom’s family in Japan because he can’t understand them.\u003c/p>\n\u003cp>“It would [have] made life a lot easier to understand my mom and my dad, so I can talk to my family in Japan,” Max said, adding that he’s confident he would’ve been able to learn Japanese if our mom had taught it to him when he was growing up.\u003c/p>\n\u003cp>When I asked my mom if the big fear she once had — that her kids wouldn’t really understand her if they weren’t raised with their heritage language — had ever materialized, she said it really hadn’t. What she eventually realized, she explained to me, is that communication is more nuanced than just what we say.\u003c/p>\n\u003cp>That is, there’s so much more than just speech that is happening when we communicate, like body language, tone and attentive listening.\u003c/p>\n\u003cp>At the end of the interview with my dad, as he started walking away, he told me that beyond my mom’s ability to speak English relatively well, she has a tenacity to make sure you understand what she’s saying. Even if she has to repeat herself five times and phrase it in different ways, she always makes sure that people hear her, whether it’s in the workplace, with strangers or with us, her family.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I think that happens, living in a foreign country with a different language. [I] have to make sure, because I might be wrong,” my mom said in response to my dad. “And I don’t like to do mistake, I don’t like to be misunderstood.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11914760/when-you-dont-learn-your-parents-language-what-is-lost","authors":["byline_news_11914760"],"programs":["news_26731"],"categories":["news_8"],"tags":["news_18177","news_30780","news_28576","news_27626","news_31125","news_31126"],"featImg":"news_11914780","label":"news_26731"},"news_11908599":{"type":"posts","id":"news_11908599","meta":{"index":"posts_1591205157","site":"news","id":"11908599","score":null,"sort":[1647637374000]},"guestAuthors":[],"slug":"california-books-kids-reflecting-on-journeys-of-migration","title":"California Books: Kids Reflecting on Journeys of Migration","publishDate":1647637374,"format":"standard","headTitle":"The California Report Magazine | KQED News","labelTerm":{},"content":"\u003cp>\u003cem>\u003ca href=\"http://itunes.apple.com/us/podcast/the-california-report-magazine/id1314750545?mt=2\" target=\"_blank\" rel=\"noopener noreferrer\">Listen to this and more in-depth storytelling by subscribing to The California Report Magazine podcast.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003ci data-stringify-type=\"italic\">The UN recently calculated that almost one child per second is becoming a refugee because of the invasion of Ukraine – fleeing for safety with their mothers, trying to make sense of what’s happening in their world. So today, we explore how \u003c/i>\u003cb data-stringify-type=\"bold\">\u003ci data-stringify-type=\"italic\">stories\u003c/i>\u003c/b>\u003ci data-stringify-type=\"italic\"> can help children make sense of their parents’ journeys of migration.\u003c/i>\u003c/p>\n\u003ch2>\u003ca href=\"https://www.kqed.org/news/11908086/author-excavates-her-parents-revolutionary-past-from-berkeley-to-iran\">Author Excavates Her Parents’ Revolutionary Past, From Berkeley to Iran\u003c/a>\u003c/h2>\n\u003cp>Host Sasha Khokha talks to Neda Toloui-Semnani,\u003cb data-stringify-type=\"bold\"> \u003c/b>an Emmy Award winning writer and producer, about her quest to uncover the story of her parents and in the process, her own history. Toloui-Semnani has covered politics and more for outlets like Vice News and The Washington Post. And she's just released her first book called “They Said They Wanted Revolution, A Memoir of My Parents.” It's pieced together from interviews, diaries and archives, and dives deep into her family's history, both in the U.S. and Iran. Starting with her grandfather's decision in the 1920s to choose a surname for his family, and tracing her parents' return to Iran to support the revolution, after they were radicalized as Marxists in the leftist climate of Berkeley in the late 1960s.\u003c/p>\n\u003cp>\u003cem>Neda Toloui-Semnani will talk with The California Report Magazine's Sasha Khokha in a \u003ca href=\"https://www.commonwealthclub.org/events/2022-03-23/neda-toloui-semnani-they-said-they-wanted-revolution-memoir-my-iranian-parents\">virtual conversation with the Commonwealth Club\u003c/a> on March 23. \u003c/em>\u003c/p>\n\u003ch2>\u003ca href=\"https://www.kqed.org/news/11907019/our-own-journeys-the-growing-push-for-more-bilingual-childrens-books-in-schools-and-libraries\">\u003cb data-stringify-type=\"bold\">‘Our Own Journeys’: The Growing Push for More Bilingual Children’s Books in Schools and Libraries\u003c/b>\u003c/a>\u003c/h2>\n\u003cp>Here in California, people speak more than two hundred languages. In fact, we’re the most linguistically diverse state. Yet for decades, our state limited bilingual education in public schools. Remember Prop 227? Well, back in 2016, voters repealed that ballot measure. Now kids have the opportunity to learn in two languages. We’re also starting to see more bilingual children’s books, especially in Spanish and English. That makes sense in a state where a quarter of the residents speak Spanish as a first language. And as KQED’s Chloe Veltman tells us, the stories don’t just highlight bilingual or BIPOC characters. They also have a strong social justice focus.\u003cbr>\n\u003cb data-stringify-type=\"bold\">\u003c/b>\u003c/p>\n\u003ch2>\u003cb data-stringify-type=\"bold\">Feeling Down? How about a ‘PepToc’ From School Kids?\u003c/b>\u003c/h2>\n\u003cp>We’ve been asking for your stories about how you're finding joy and resilience these days. Well, there’s a hotline called PepToc, featuring students from West Side Elementary School in Healdsburg, in Sonoma County. When you dial in you can choose from five options including kids laughing with delight and encouragement in Spanish. This project is a collaboration between two artists, Jessica Martin and Asherah Weiss . Martin says the idea of making people feel better is something these kids are thinking about a lot lately. The response has been so overwhelming that school is running a \u003ca href=\"https://www.gofundme.com/f/peptoc-hotline\">GoFundMe\u003c/a> to support the hotline.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1647887097,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":503},"headData":{"title":"California Books: Kids Reflecting on Journeys of Migration | KQED","description":"Listen to this and more in-depth storytelling by subscribing to The California Report Magazine podcast. The UN recently calculated that almost one child per second is becoming a refugee because of the invasion of Ukraine – fleeing for safety with their mothers, trying to make sense of what’s happening in their world. So today, we","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Books: Kids Reflecting on Journeys of Migration","datePublished":"2022-03-18T21:02:54.000Z","dateModified":"2022-03-21T18:24:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11908599 https://ww2.kqed.org/news/?p=11908599","disqusUrl":"https://ww2.kqed.org/news/2022/03/18/california-books-kids-reflecting-on-journeys-of-migration/","disqusTitle":"California Books: Kids Reflecting on Journeys of Migration","source":"The California Report Magazine","sourceUrl":"https://www.kqed.org/news/tag/tcrmag/ ","audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC1877459420.mp3?updated=1647628951","excludeFromSiteSearch":"Include","path":"/news/11908599/california-books-kids-reflecting-on-journeys-of-migration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003ca href=\"http://itunes.apple.com/us/podcast/the-california-report-magazine/id1314750545?mt=2\" target=\"_blank\" rel=\"noopener noreferrer\">Listen to this and more in-depth storytelling by subscribing to The California Report Magazine podcast.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003ci data-stringify-type=\"italic\">The UN recently calculated that almost one child per second is becoming a refugee because of the invasion of Ukraine – fleeing for safety with their mothers, trying to make sense of what’s happening in their world. So today, we explore how \u003c/i>\u003cb data-stringify-type=\"bold\">\u003ci data-stringify-type=\"italic\">stories\u003c/i>\u003c/b>\u003ci data-stringify-type=\"italic\"> can help children make sense of their parents’ journeys of migration.\u003c/i>\u003c/p>\n\u003ch2>\u003ca href=\"https://www.kqed.org/news/11908086/author-excavates-her-parents-revolutionary-past-from-berkeley-to-iran\">Author Excavates Her Parents’ Revolutionary Past, From Berkeley to Iran\u003c/a>\u003c/h2>\n\u003cp>Host Sasha Khokha talks to Neda Toloui-Semnani,\u003cb data-stringify-type=\"bold\"> \u003c/b>an Emmy Award winning writer and producer, about her quest to uncover the story of her parents and in the process, her own history. Toloui-Semnani has covered politics and more for outlets like Vice News and The Washington Post. And she's just released her first book called “They Said They Wanted Revolution, A Memoir of My Parents.” It's pieced together from interviews, diaries and archives, and dives deep into her family's history, both in the U.S. and Iran. Starting with her grandfather's decision in the 1920s to choose a surname for his family, and tracing her parents' return to Iran to support the revolution, after they were radicalized as Marxists in the leftist climate of Berkeley in the late 1960s.\u003c/p>\n\u003cp>\u003cem>Neda Toloui-Semnani will talk with The California Report Magazine's Sasha Khokha in a \u003ca href=\"https://www.commonwealthclub.org/events/2022-03-23/neda-toloui-semnani-they-said-they-wanted-revolution-memoir-my-iranian-parents\">virtual conversation with the Commonwealth Club\u003c/a> on March 23. \u003c/em>\u003c/p>\n\u003ch2>\u003ca href=\"https://www.kqed.org/news/11907019/our-own-journeys-the-growing-push-for-more-bilingual-childrens-books-in-schools-and-libraries\">\u003cb data-stringify-type=\"bold\">‘Our Own Journeys’: The Growing Push for More Bilingual Children’s Books in Schools and Libraries\u003c/b>\u003c/a>\u003c/h2>\n\u003cp>Here in California, people speak more than two hundred languages. In fact, we’re the most linguistically diverse state. Yet for decades, our state limited bilingual education in public schools. Remember Prop 227? Well, back in 2016, voters repealed that ballot measure. Now kids have the opportunity to learn in two languages. We’re also starting to see more bilingual children’s books, especially in Spanish and English. That makes sense in a state where a quarter of the residents speak Spanish as a first language. And as KQED’s Chloe Veltman tells us, the stories don’t just highlight bilingual or BIPOC characters. They also have a strong social justice focus.\u003cbr>\n\u003cb data-stringify-type=\"bold\">\u003c/b>\u003c/p>\n\u003ch2>\u003cb data-stringify-type=\"bold\">Feeling Down? How about a ‘PepToc’ From School Kids?\u003c/b>\u003c/h2>\n\u003cp>We’ve been asking for your stories about how you're finding joy and resilience these days. Well, there’s a hotline called PepToc, featuring students from West Side Elementary School in Healdsburg, in Sonoma County. When you dial in you can choose from five options including kids laughing with delight and encouragement in Spanish. This project is a collaboration between two artists, Jessica Martin and Asherah Weiss . Martin says the idea of making people feel better is something these kids are thinking about a lot lately. The response has been so overwhelming that school is running a \u003ca href=\"https://www.gofundme.com/f/peptoc-hotline\">GoFundMe\u003c/a> to support the hotline.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11908599/california-books-kids-reflecting-on-journeys-of-migration","authors":["236"],"programs":["news_26731"],"categories":["news_8","news_21291"],"tags":["news_18177","news_18880","news_18538"],"featImg":"news_11908696","label":"source_news_11908599"},"news_11907019":{"type":"posts","id":"news_11907019","meta":{"index":"posts_1591205157","site":"news","id":"11907019","score":null,"sort":[1646947032000]},"guestAuthors":[],"slug":"our-own-journeys-the-growing-push-for-more-bilingual-childrens-books-in-schools-and-libraries","title":"'Our Own Journeys': The Growing Push for More Bilingual Children's Books in Schools and Libraries","publishDate":1646947032,"format":"audio","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>On a recent evening, 10-year-old Katie Noriega and her mom snuggled up together to read a story at their home in San José. The bilingual book in Spanish and English they dove into, “\u003ca href=\"https://www.forall-paratodos.net/\">Para Todos/For All\u003c/a>,” by Bay Area-based author Alejandra Domenzain, tells the story of the struggles of a young girl named Flor and her father, who are forced to flee their homeland and look for opportunity in a new country.\u003c/p>\n\u003cp>“‘Are we going to the land that we see on TV? Will we fly in a plane? Will there be more toys for me?’” Katie read aloud to her mom. “‘Her dad forced a smile and put on a brave face. It won't be so easy to get to that place.’”\u003c/p>\n\u003cp>Katie's mom, Rocio Gonzalez, read the same lines, in Spanish:\u003c/p>\n\u003cp>“‘¿Vamos a ese lugar que vemos en la tele? ¿Iremos en avión? ¿Tendré muchos juguetes? Su papa sonrió a medias y se armó de valor. No será fácil llegar.’”\u003c/p>\n\u003cfigure id=\"attachment_11907427\" class=\"wp-caption aligncenter\" style=\"max-width: 357px\">\u003cimg class=\"wp-image-11907427\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54107_Cover-with-logo-10_26-qut-800x1002.jpg\" alt=\"A children's book cover: "For All/Para Todos"\" width=\"357\" height=\"447\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54107_Cover-with-logo-10_26-qut-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54107_Cover-with-logo-10_26-qut-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54107_Cover-with-logo-10_26-qut-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54107_Cover-with-logo-10_26-qut-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54107_Cover-with-logo-10_26-qut.jpg 1617w\" sizes=\"(max-width: 357px) 100vw, 357px\">\u003cfigcaption class=\"wp-caption-text\">The cover of 'Para Todos/For All,' a bilingual book by Alejandra Domenzain, with illustrations by Katherine Loh. \u003ccite>(Courtesy Hard Ball Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Katie has lived in the U.S. her entire life. She understands Spanish and speaks it a little bit, but feels more comfortable reading in English. The opposite is true for Rocio, who spent her formative years in Mexico.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Even though they’re reading in different languages, Katie and Rocio said they get a lot out of reading this book together. Katie responded to Flor’s courage and tenacity.\u003c/p>\n\u003cp>“I think she's a strong person because she never gave up,” Katie said. “She just kept going.”\u003c/p>\n\u003cp>Rocio said books like “Para Todos” help connect the dots between what she has — and has not — yet told her daughter about her own complex immigration journey, when she moved to California from Jalisco, Mexico, in her late teens.\u003c/p>\n\u003cp>\"By bringing in these types of books, we can connect them with what we’ve already talked — or not talked — about regarding our own journeys,” Rocio said in Spanish.\u003c/p>\n\u003ch2>'Heard and validated'\u003c/h2>\n\u003cp>A growing number of children’s book authors and literacy activists have been pushing for more bilingual books for kids, like “Para Todos.” That objective resonates with many bilingual households, particularly in California, where more than a quarter of residents speak Spanish as a first language.\u003c/p>\n\u003cp>A number of academic studies in recent years have shown that \u003ca href=\"https://scholarship.depauw.edu/cgi/viewcontent.cgi?article=1078&context=studentresearch\">bilingual books help improve literacy levels\u003c/a> among immigrant families where English is not spoken at home, especially when the stories highlight diverse characters.\u003c/p>\n\u003cp>“Having access to books where you feel represented or you feel heard and validated is a great thing to have at such a young age,” said Belen Delgado, education policy program associate at the\u003ca href=\"https://doloreshuerta.org/\"> Dolores Huerta Foundation\u003c/a>, a grassroots activism hub with several chapters in California.\u003c/p>\n\u003cp>A small but growing number of bilingual children’s titles are taking that model a step further, by not only centering Latinx characters, but also making them powerful agents of change.\u003c/p>\n\u003cp>In “Para Todos,” for instance, the main character, Flor, becomes an immigrant rights activist.\u003c/p>\n\u003cp>“It's not just about, ‘Let's have diverse characters and diverse stories,’” said author Domenzain, who lives in Foster City. “It's, ‘Let's look at the structural systems that are causing the injustice and have on-ramps for young people to question them and know that it's possible to make structural changes.’”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Belen Delgado, Dolores Huerta Foundation\"]'Having access to books where you feel represented or you feel heard and validated is a great thing to have at such a young age.'[/pullquote]Other bilingual children's book writers agree.\u003c/p>\n\u003cp>Ann Berlak is the Oakland-based author of “\u003ca href=\"https://bookshop.org/books/joelito-s-big-decision-la-gran-decision-de-joelito/9780986240096\">La Gran Decisión de Joelito/Joelito’s Big Decision\u003c/a>,” a 2015 book about an 11-year-old boy who must decide whether to eat a hamburger at his favorite restaurant or join his best friend and his friend's father on the picket line to fight for higher wages for lower-income workers.\u003c/p>\n\u003cp>\"I decided to write ‘Joelito’ as an example of how people can not only know that there's an alternative, but fight for an alternative,\" Berlak said.\u003c/p>\n\u003cp>\u003ca href=\"http://www.monicabrown.net/\">Mónica Brown\u003c/a>, who grew up in the Bay Area, has written a slew of bilingual children's titles focusing on famous activists from history, including “\u003ca href=\"https://www.harpercollins.com/products/side-by-sidelado-a-lado-monica-brown\">Lado a Lado/Side by Side\u003c/a>,” her book about Dolores Huerta and Cesar Chavez.\u003c/p>\n\u003cfigure id=\"attachment_11907762\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54109_Monica-Brown-with-kids-qut-800x531-1.jpeg\">\u003cimg class=\"wp-image-11907762 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54109_Monica-Brown-with-kids-qut-800x531-1.jpeg\" alt=\"A woman reads to a group of young children.\" width=\"800\" height=\"531\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54109_Monica-Brown-with-kids-qut-800x531-1.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54109_Monica-Brown-with-kids-qut-800x531-1-160x106.jpeg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Author Mónica Brown reads to a group of children. \u003ccite>(Courtesy of Mónica Brown)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They imagined great things and believed in themselves, and with community support were able to accomplish extraordinary things,” said Brown of her protagonists. “And I want each child to think they can, too.”\u003c/p>\n\u003cp>Meanwhile, Leticia Hernández-Linares’s new book, “\u003ca href=\"https://risehomestories.com/alejandria/home/\">La Lucha de Alejandria!/¡Alejandria Fights Back!\u003c/a>,” tackles the issue of eviction, something the San Francisco mother of two said she once faced.\u003c/p>\n\u003cp>“Our children — my children — have been and continue to be exposed to these things,” said Hernández-Linares, who wrote the book as part of \u003ca href=\"https://risehomestories.com/\">Rise-Home Stories\u003c/a>, a national storytelling project about housing, land rights and racial justice.\u003c/p>\n\u003cp>“Teachers and parents have been very grateful and excited about this book as a vehicle to open up discussion around hard things with their kids,” she said.\u003c/p>\n\u003ch2>\u003cstrong>Barriers to access\u003c/strong>\u003c/h2>\n\u003cp>Despite the positive reception, it’s been challenging for these authors to get their books into the hands of families that may need them most.\u003c/p>\n\u003cp>For one thing, there simply aren't enough of these books available yet.\u003c/p>\n\u003cp>According to data from the University of Wisconsin-Madison School of Education, which tracks diversity in children's literature, \u003ca href=\"https://ccbc.education.wisc.edu/literature-resources/ccbc-diversity-statistics/books-by-about-poc-fnn/\">books with Latinx protagonists made up only around 7%\u003c/a> of the U.S. children’s book publishing industry last year. There were \u003ca href=\"https://www.slj.com/story/an-updated-look-at-diversity-in-childrens-books\">almost twice as many titles \u003c/a>with Black characters.\u003c/p>\n\u003cp>\"If you go to a progressive bookstore, you'll see a very small Spanish-language section, then you see a tiny bilingual,\" said Timothy Sheard, who runs \u003ca href=\"https://www.hardballpress.com/index.html\">Hard Ball Press\u003c/a>, the small indie publisher of “Para Todos,” “La Gran Decisión de Joelito” and other bilingual social justice books for children. “The bilingual is not as common in bookstores as it could be, given the population.”[aside label=\"Related Stories\" postID=\"arts_13900685,arts_13877896,arts_13874840\"]NJ Mvondo is a media diversity advocate who spent years working in an independent bookstore in Palo Alto, before founding\u003ca href=\"https://multiculturalism.rocks/author/multiculturalismrocks/\"> Multiculturalism Rocks\u003c/a>, an online platform that advocates for cultural diversity in media, especially in children's content.\u003c/p>\n\u003cp>“Something I observed was that many families came in asking for these books, and they had trouble finding them,” she said. “But when these books would be on the floor, they would sell quickly. They would usually sell out.”\u003c/p>\n\u003cp>And when bookstores do stock these books, an added barrier is their cost, Mvondo noted.\u003c/p>\n\u003cp>“Some of the families that really need those books don't have enough of a budget for them,” she said. “They're focused on buying food, paying rent and taking the kids to school and all that.”\u003c/p>\n\u003cp>Many libraries also are struggling to acquire bilingual children’s books.\u003c/p>\n\u003cp>“People see a book and they're like, ‘Well, I saw it on Amazon. How come you can't just order it?’ And we really wish it was that easy,” said Elizabeth Perez, a children’s librarian at San Francisco Public Library.\u003c/p>\n\u003cp>Most bilingual titles are self-published or put out by indie presses, Perez said, which makes them hard to find on the approved-vendor lists the library uses to purchase books.\u003c/p>\n\u003cp>“Sometimes our own hands are tied,” she said.\u003c/p>\n\u003ch2>\u003cstrong>Changing times \u003c/strong>\u003c/h2>\n\u003cp>It doesn't help matters that California voters in 1986\u003ca href=\"https://ballotpedia.org/California_Proposition_63,_English_is_the_Official_Language_Amendment_(1986)\"> declared English the state's “official language”\u003c/a> with the overwhelming passage of Proposition 63. That was followed 12 years later by \u003ca href=\"https://lao.ca.gov/ballot/1998/227_06_1998.htm#:~:text=This%20proposition%20significantly%20changes%20the,bilingual%22%20classes%20in%20most%20cases.\">Proposition 227\u003c/a>, which significantly restricted bilingual education in the state’s public schools.\u003c/p>\n\u003cp>However, since Prop 227's repeal in 2016, the California Department of Education has worked to increase\u003ca href=\"https://edsource.org/2021/california-bilingual-programs-ready-to-grow-after-slowing-during-pandemic/655455#:~:text=Under%20the%20California%20Department%20of,or%20more%20languages%20by%202040.\"> bilingual programs\u003c/a>. Mvondo said together with this effort, she's starting to see more bilingual titles with diverse protagonists addressing social justice themes. “It's growing,” she said. “The No. 1 factor has been mobilization from children's authors, illustrators and publishers.”\u003c/p>\n\u003cfigure id=\"attachment_11907764\" class=\"wp-caption alignright\" style=\"max-width: 692px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Picture4.jpg\">\u003cimg class=\"wp-image-11907764 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Picture4.jpg\" alt=\"A woman reads a storybook to a large classroom of young children.\" width=\"692\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Picture4.jpg 692w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Picture4-160x124.jpg 160w\" sizes=\"(max-width: 692px) 100vw, 692px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A volunteer from the 'Jeepney of Hope' project reads a storybook to an elementary school classroom in the Philippines. \u003ccite>(Courtesy of Ana Maria Bacudio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She added, “These books for kids are one of those very rare things in literacy that bring a whole family or community together.”\u003c/p>\n\u003ch2>\u003cstrong>Inspiring real-world change\u003c/strong>\u003c/h2>\n\u003cp>Such is the case with Mónica Brown’s “\u003ca href=\"http://www.monicabrown.net/books/biblioburro.html\">Waiting for the Biblioburro\u003c/a>” — or “Esperando el Biblioburro” — which tells the story of a mobile library that travels throughout rural Colombia bringing books to children.\u003c/p>\n\u003cp>Brown said she was recently contacted by an educator in the Philippines who was deeply inspired by the story.\u003c/p>\n\u003cp>“When I read that book, it gave me an idea that I could replicate that,” said Ana Maria Bacudio, a medical technologist in the Philippines.\u003c/p>\n\u003cp>A few years ago, Bacudio launched a roving literary service for kids in underserved communities around her country. There are no burros in the Philippines, she said, so she started out on a motorcycle and eventually upgraded to a jeep, calling it the “\u003ca href=\"https://www.facebook.com/JeepofHope/\">Jeepney of Hope\u003c/a>.”\u003c/p>\n\u003cp>Bacudio said her mobile library features many bilingual books on social justice themes. When children from poor, rural communities get their hands on these books, they become aware of their rights, and start to dream, she said.\u003c/p>\n\u003cp>“It brings children joy, the joy of reading,” Bacudio said. “Most of all, it brings them hope.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Thanks to KQED's Carlos Cabrera-Lomelí for help with translations.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"An increasing number of children's book authors and activists have been writing and advocating for more bilingual children's books that address social justice issues.","status":"publish","parent":0,"modified":1647974738,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":1761},"headData":{"title":"'Our Own Journeys': The Growing Push for More Bilingual Children's Books in Schools and Libraries | KQED","description":"An increasing number of children's book authors and activists have been writing and advocating for more bilingual children's books that address social justice issues.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"'Our Own Journeys': The Growing Push for More Bilingual Children's Books in Schools and Libraries","datePublished":"2022-03-10T21:17:12.000Z","dateModified":"2022-03-22T18:45:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11907019 https://ww2.kqed.org/news/?p=11907019","disqusUrl":"https://ww2.kqed.org/news/2022/03/10/our-own-journeys-the-growing-push-for-more-bilingual-childrens-books-in-schools-and-libraries/","disqusTitle":"'Our Own Journeys': The Growing Push for More Bilingual Children's Books in Schools and Libraries","audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-4[…]f-aaef00f5a073/d7712a9f-50f3-44ac-b39b-ae5901423ce7/audio.mp3","excludeFromSiteSearch":"Include","path":"/news/11907019/our-own-journeys-the-growing-push-for-more-bilingual-childrens-books-in-schools-and-libraries","audioDuration":280000,"audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>On a recent evening, 10-year-old Katie Noriega and her mom snuggled up together to read a story at their home in San José. The bilingual book in Spanish and English they dove into, “\u003ca href=\"https://www.forall-paratodos.net/\">Para Todos/For All\u003c/a>,” by Bay Area-based author Alejandra Domenzain, tells the story of the struggles of a young girl named Flor and her father, who are forced to flee their homeland and look for opportunity in a new country.\u003c/p>\n\u003cp>“‘Are we going to the land that we see on TV? Will we fly in a plane? Will there be more toys for me?’” Katie read aloud to her mom. “‘Her dad forced a smile and put on a brave face. It won't be so easy to get to that place.’”\u003c/p>\n\u003cp>Katie's mom, Rocio Gonzalez, read the same lines, in Spanish:\u003c/p>\n\u003cp>“‘¿Vamos a ese lugar que vemos en la tele? ¿Iremos en avión? ¿Tendré muchos juguetes? Su papa sonrió a medias y se armó de valor. No será fácil llegar.’”\u003c/p>\n\u003cfigure id=\"attachment_11907427\" class=\"wp-caption aligncenter\" style=\"max-width: 357px\">\u003cimg class=\"wp-image-11907427\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54107_Cover-with-logo-10_26-qut-800x1002.jpg\" alt=\"A children's book cover: "For All/Para Todos"\" width=\"357\" height=\"447\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54107_Cover-with-logo-10_26-qut-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54107_Cover-with-logo-10_26-qut-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54107_Cover-with-logo-10_26-qut-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54107_Cover-with-logo-10_26-qut-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54107_Cover-with-logo-10_26-qut.jpg 1617w\" sizes=\"(max-width: 357px) 100vw, 357px\">\u003cfigcaption class=\"wp-caption-text\">The cover of 'Para Todos/For All,' a bilingual book by Alejandra Domenzain, with illustrations by Katherine Loh. \u003ccite>(Courtesy Hard Ball Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Katie has lived in the U.S. her entire life. She understands Spanish and speaks it a little bit, but feels more comfortable reading in English. The opposite is true for Rocio, who spent her formative years in Mexico.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Even though they’re reading in different languages, Katie and Rocio said they get a lot out of reading this book together. Katie responded to Flor’s courage and tenacity.\u003c/p>\n\u003cp>“I think she's a strong person because she never gave up,” Katie said. “She just kept going.”\u003c/p>\n\u003cp>Rocio said books like “Para Todos” help connect the dots between what she has — and has not — yet told her daughter about her own complex immigration journey, when she moved to California from Jalisco, Mexico, in her late teens.\u003c/p>\n\u003cp>\"By bringing in these types of books, we can connect them with what we’ve already talked — or not talked — about regarding our own journeys,” Rocio said in Spanish.\u003c/p>\n\u003ch2>'Heard and validated'\u003c/h2>\n\u003cp>A growing number of children’s book authors and literacy activists have been pushing for more bilingual books for kids, like “Para Todos.” That objective resonates with many bilingual households, particularly in California, where more than a quarter of residents speak Spanish as a first language.\u003c/p>\n\u003cp>A number of academic studies in recent years have shown that \u003ca href=\"https://scholarship.depauw.edu/cgi/viewcontent.cgi?article=1078&context=studentresearch\">bilingual books help improve literacy levels\u003c/a> among immigrant families where English is not spoken at home, especially when the stories highlight diverse characters.\u003c/p>\n\u003cp>“Having access to books where you feel represented or you feel heard and validated is a great thing to have at such a young age,” said Belen Delgado, education policy program associate at the\u003ca href=\"https://doloreshuerta.org/\"> Dolores Huerta Foundation\u003c/a>, a grassroots activism hub with several chapters in California.\u003c/p>\n\u003cp>A small but growing number of bilingual children’s titles are taking that model a step further, by not only centering Latinx characters, but also making them powerful agents of change.\u003c/p>\n\u003cp>In “Para Todos,” for instance, the main character, Flor, becomes an immigrant rights activist.\u003c/p>\n\u003cp>“It's not just about, ‘Let's have diverse characters and diverse stories,’” said author Domenzain, who lives in Foster City. “It's, ‘Let's look at the structural systems that are causing the injustice and have on-ramps for young people to question them and know that it's possible to make structural changes.’”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'Having access to books where you feel represented or you feel heard and validated is a great thing to have at such a young age.'","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Belen Delgado, Dolores Huerta Foundation","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Other bilingual children's book writers agree.\u003c/p>\n\u003cp>Ann Berlak is the Oakland-based author of “\u003ca href=\"https://bookshop.org/books/joelito-s-big-decision-la-gran-decision-de-joelito/9780986240096\">La Gran Decisión de Joelito/Joelito’s Big Decision\u003c/a>,” a 2015 book about an 11-year-old boy who must decide whether to eat a hamburger at his favorite restaurant or join his best friend and his friend's father on the picket line to fight for higher wages for lower-income workers.\u003c/p>\n\u003cp>\"I decided to write ‘Joelito’ as an example of how people can not only know that there's an alternative, but fight for an alternative,\" Berlak said.\u003c/p>\n\u003cp>\u003ca href=\"http://www.monicabrown.net/\">Mónica Brown\u003c/a>, who grew up in the Bay Area, has written a slew of bilingual children's titles focusing on famous activists from history, including “\u003ca href=\"https://www.harpercollins.com/products/side-by-sidelado-a-lado-monica-brown\">Lado a Lado/Side by Side\u003c/a>,” her book about Dolores Huerta and Cesar Chavez.\u003c/p>\n\u003cfigure id=\"attachment_11907762\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54109_Monica-Brown-with-kids-qut-800x531-1.jpeg\">\u003cimg class=\"wp-image-11907762 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54109_Monica-Brown-with-kids-qut-800x531-1.jpeg\" alt=\"A woman reads to a group of young children.\" width=\"800\" height=\"531\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54109_Monica-Brown-with-kids-qut-800x531-1.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54109_Monica-Brown-with-kids-qut-800x531-1-160x106.jpeg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Author Mónica Brown reads to a group of children. \u003ccite>(Courtesy of Mónica Brown)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They imagined great things and believed in themselves, and with community support were able to accomplish extraordinary things,” said Brown of her protagonists. “And I want each child to think they can, too.”\u003c/p>\n\u003cp>Meanwhile, Leticia Hernández-Linares’s new book, “\u003ca href=\"https://risehomestories.com/alejandria/home/\">La Lucha de Alejandria!/¡Alejandria Fights Back!\u003c/a>,” tackles the issue of eviction, something the San Francisco mother of two said she once faced.\u003c/p>\n\u003cp>“Our children — my children — have been and continue to be exposed to these things,” said Hernández-Linares, who wrote the book as part of \u003ca href=\"https://risehomestories.com/\">Rise-Home Stories\u003c/a>, a national storytelling project about housing, land rights and racial justice.\u003c/p>\n\u003cp>“Teachers and parents have been very grateful and excited about this book as a vehicle to open up discussion around hard things with their kids,” she said.\u003c/p>\n\u003ch2>\u003cstrong>Barriers to access\u003c/strong>\u003c/h2>\n\u003cp>Despite the positive reception, it’s been challenging for these authors to get their books into the hands of families that may need them most.\u003c/p>\n\u003cp>For one thing, there simply aren't enough of these books available yet.\u003c/p>\n\u003cp>According to data from the University of Wisconsin-Madison School of Education, which tracks diversity in children's literature, \u003ca href=\"https://ccbc.education.wisc.edu/literature-resources/ccbc-diversity-statistics/books-by-about-poc-fnn/\">books with Latinx protagonists made up only around 7%\u003c/a> of the U.S. children’s book publishing industry last year. There were \u003ca href=\"https://www.slj.com/story/an-updated-look-at-diversity-in-childrens-books\">almost twice as many titles \u003c/a>with Black characters.\u003c/p>\n\u003cp>\"If you go to a progressive bookstore, you'll see a very small Spanish-language section, then you see a tiny bilingual,\" said Timothy Sheard, who runs \u003ca href=\"https://www.hardballpress.com/index.html\">Hard Ball Press\u003c/a>, the small indie publisher of “Para Todos,” “La Gran Decisión de Joelito” and other bilingual social justice books for children. “The bilingual is not as common in bookstores as it could be, given the population.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"arts_13900685,arts_13877896,arts_13874840"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>NJ Mvondo is a media diversity advocate who spent years working in an independent bookstore in Palo Alto, before founding\u003ca href=\"https://multiculturalism.rocks/author/multiculturalismrocks/\"> Multiculturalism Rocks\u003c/a>, an online platform that advocates for cultural diversity in media, especially in children's content.\u003c/p>\n\u003cp>“Something I observed was that many families came in asking for these books, and they had trouble finding them,” she said. “But when these books would be on the floor, they would sell quickly. They would usually sell out.”\u003c/p>\n\u003cp>And when bookstores do stock these books, an added barrier is their cost, Mvondo noted.\u003c/p>\n\u003cp>“Some of the families that really need those books don't have enough of a budget for them,” she said. “They're focused on buying food, paying rent and taking the kids to school and all that.”\u003c/p>\n\u003cp>Many libraries also are struggling to acquire bilingual children’s books.\u003c/p>\n\u003cp>“People see a book and they're like, ‘Well, I saw it on Amazon. How come you can't just order it?’ And we really wish it was that easy,” said Elizabeth Perez, a children’s librarian at San Francisco Public Library.\u003c/p>\n\u003cp>Most bilingual titles are self-published or put out by indie presses, Perez said, which makes them hard to find on the approved-vendor lists the library uses to purchase books.\u003c/p>\n\u003cp>“Sometimes our own hands are tied,” she said.\u003c/p>\n\u003ch2>\u003cstrong>Changing times \u003c/strong>\u003c/h2>\n\u003cp>It doesn't help matters that California voters in 1986\u003ca href=\"https://ballotpedia.org/California_Proposition_63,_English_is_the_Official_Language_Amendment_(1986)\"> declared English the state's “official language”\u003c/a> with the overwhelming passage of Proposition 63. That was followed 12 years later by \u003ca href=\"https://lao.ca.gov/ballot/1998/227_06_1998.htm#:~:text=This%20proposition%20significantly%20changes%20the,bilingual%22%20classes%20in%20most%20cases.\">Proposition 227\u003c/a>, which significantly restricted bilingual education in the state’s public schools.\u003c/p>\n\u003cp>However, since Prop 227's repeal in 2016, the California Department of Education has worked to increase\u003ca href=\"https://edsource.org/2021/california-bilingual-programs-ready-to-grow-after-slowing-during-pandemic/655455#:~:text=Under%20the%20California%20Department%20of,or%20more%20languages%20by%202040.\"> bilingual programs\u003c/a>. Mvondo said together with this effort, she's starting to see more bilingual titles with diverse protagonists addressing social justice themes. “It's growing,” she said. “The No. 1 factor has been mobilization from children's authors, illustrators and publishers.”\u003c/p>\n\u003cfigure id=\"attachment_11907764\" class=\"wp-caption alignright\" style=\"max-width: 692px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Picture4.jpg\">\u003cimg class=\"wp-image-11907764 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Picture4.jpg\" alt=\"A woman reads a storybook to a large classroom of young children.\" width=\"692\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Picture4.jpg 692w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Picture4-160x124.jpg 160w\" sizes=\"(max-width: 692px) 100vw, 692px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A volunteer from the 'Jeepney of Hope' project reads a storybook to an elementary school classroom in the Philippines. \u003ccite>(Courtesy of Ana Maria Bacudio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She added, “These books for kids are one of those very rare things in literacy that bring a whole family or community together.”\u003c/p>\n\u003ch2>\u003cstrong>Inspiring real-world change\u003c/strong>\u003c/h2>\n\u003cp>Such is the case with Mónica Brown’s “\u003ca href=\"http://www.monicabrown.net/books/biblioburro.html\">Waiting for the Biblioburro\u003c/a>” — or “Esperando el Biblioburro” — which tells the story of a mobile library that travels throughout rural Colombia bringing books to children.\u003c/p>\n\u003cp>Brown said she was recently contacted by an educator in the Philippines who was deeply inspired by the story.\u003c/p>\n\u003cp>“When I read that book, it gave me an idea that I could replicate that,” said Ana Maria Bacudio, a medical technologist in the Philippines.\u003c/p>\n\u003cp>A few years ago, Bacudio launched a roving literary service for kids in underserved communities around her country. There are no burros in the Philippines, she said, so she started out on a motorcycle and eventually upgraded to a jeep, calling it the “\u003ca href=\"https://www.facebook.com/JeepofHope/\">Jeepney of Hope\u003c/a>.”\u003c/p>\n\u003cp>Bacudio said her mobile library features many bilingual books on social justice themes. When children from poor, rural communities get their hands on these books, they become aware of their rights, and start to dream, she said.\u003c/p>\n\u003cp>“It brings children joy, the joy of reading,” Bacudio said. “Most of all, it brings them hope.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Thanks to KQED's Carlos Cabrera-Lomelí for help with translations.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11907019/our-own-journeys-the-growing-push-for-more-bilingual-childrens-books-in-schools-and-libraries","authors":["8608"],"categories":["news_223","news_8"],"tags":["news_18177","news_30780","news_30779","news_20013","news_29766"],"featImg":"news_11907750","label":"news"},"news_11610773":{"type":"posts","id":"news_11610773","meta":{"index":"posts_1591205157","site":"news","id":"11610773","score":null,"sort":[1502319394000]},"guestAuthors":[],"slug":"as-california-bilingual-education-grows-teacher-training-is-key","title":"As California Bilingual Education Grows, Teacher Training Is Key","publishDate":1502319394,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{},"content":"\u003cp>Zyanya Cazares, a sixth-grade teacher who is starting a new assignment this fall teaching in a bilingual education program in Los Angeles, grew up speaking Spanish. But she was recently reminded that the casual, conversational Spanish she spoke at home is not the same as the formal form of the language she's now being asked to teach.\u003c/p>\n\u003cp>“As a Chicana, it’s very easy to say, ‘Oh I know how to say that word in Spanish, you just add an 'o' at the end,’ ” Cazares said. “But that’s not academic Spanish, and we’re in an academic setting -- so I definitely have to prepare to learn the real word of how to say it academically.”\u003c/p>\n\u003cp>Cazares was one of a dozen current and aspiring bilingual education teachers who gathered at California State University Dominguez Hills to learn about the latest teaching methods and also, for many teachers like Cazares, to fill in gaps in their language skills.\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of our goals is to empower teachers, to create a space where they can use their heritage language to express themselves and to grow.'\u003ccite>Professor Lilia Sarmiento\u003c/cite>\u003c/aside>\n\u003cp>More often than not, many educators say, bilingual education teachers’ grasp of academic language in their second language trails that of their academic language in English. Experts in bilingual education say improving those skills will be essential as school districts open new programs after California voters lifted restrictions on dual-language programs last year.\u003c/p>\n\u003cp>“Principals tell us, we know that the content is important, what they need to teach, but send us teachers [who] speak Spanish well,” said Lilia Sarmiento, a professor of education at Cal State Dominguez Hills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>L.A. Unified is leading the pack of school districts in the state opening new bilingual education programs. It’s opening 16 programs this coming academic year, bringing the total to 101 bilingual programs.\u003c/p>\n\u003cp>The second language of the vast majority of bilingual programs in California public schools is Spanish. A smaller number are in Chinese, French and other languages.\u003c/p>\n\u003cp>[audio src=\"http://www.kqed.org/.stream/anon/radio/tcr/2017/08/170809ctcr.mp3\" Image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/BilingualEd-1020x681.jpg\" Title=\"As California Bilingual Education Grows, Teacher Training Is Key\" program=\"The California Report\"]\u003c/p>\n\u003cp>Sarmiento helped start the \u003ca href=\"http://csudhelcongreso.weebly.com/\">two-week summer training for bilingual teachers\u003c/a> in which Cazares enrolled. During the second-to-last class session, CSU Dominguez Hills professor Heather Kertyzia talked to them about how to defuse tension with students through the use of nonviolent language in the classroom.\u003c/p>\n\u003cp>“He can’t be independent at home because there are -- what’s the word I’m looking for -- physical punishments,” she said in Spanish, talking about why students act up in class. Kertyzia is not a fluent Spanish speaker; she learned the language in college and while living in Colombia. Despite incorrect grammar here and there, the message about the lesson remains clear.\u003c/p>\n\u003cp>Cazares noticed that and said it’s helped calm her nerves about starting her new teaching post.\u003c/p>\n\u003cp>“Through this class I’ve noticed that it’s empowering to engage the students in the, ‘Well how do we say this word,’ or 'It’s OK not to know how to say every word,'” she said.\u003c/p>\n\u003cp>Her notebook is full of terms and concepts in Spanish she’ll be using on day one.\u003c/p>\n\u003cp>“\u003cem>Charlas\u003c/em>, is like chats, or talking. So \u003cem>charlas literarias: \u003c/em>literature talks; \u003cem>cigla:\u003c/em> acronym; \u003cem>citas:\u003c/em> quotes,” she said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"H4lauXaLsjAOh3JSBJFYQDhYD8ruFkCB\"]\u003c/p>\n\u003cp>It’s exactly those kinds of vocabulary gaps this class is aiming to close. Besides their teaching credential, bilingual education teachers must have additional training. Some educators say the preparation currently required by the state isn’t enough.\u003c/p>\n\u003cp>“One of our goals is to empower teachers, to create a space where they can use their heritage language to express themselves and to grow, not only professionally but personally,” Sarmiento said.\u003c/p>\n\u003cp>Educators say these kinds of teachers will be snapped up by school districts.\u003c/p>\n\u003cp>“We have a current shortage and the shortage is almost going to double, with the new programs that the districts are predicting and expanding of the current programs that they have,” said Shelly Spiegel-Coleman, a longtime bilingual education advocate and executive director of \u003ca href=\"https://www.californianstogether.org/bilingual-teacher-shortage-requires-immediate-action-study-shows-that-bilingual-teachers-exist-but-they-require-professional-development/\">Californians Together.\u003c/a>\u003c/p>\n\u003cp>The success of new programs will depend on how well trained teachers are. Spiegel-Coleman successfully lobbied Gov. Jerry Brown to create grants to train bilingual ed teachers.\u003c/p>\n\u003cp>There are hundreds of teachers with bilingual education training who have been in English classrooms for years, so their skills are rusty, Spiegel-Coleman says.\u003c/p>\n\u003cp>“This is the source that we think is most easily tapped to staff the programs, but we really need the universities, and we need the recruitment. We really need to think about building the pipeline,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And that pipeline, she said, should include the product of current bilingual programs: the thousands of California high school seniors who are graduating with seals of biliteracy on their diplomas.\u003c/p>\n\n","blocks":[],"excerpt":"Experts say improving teachers’ academic skills in their second language will be essential as districts open new dual-language programs.","status":"publish","parent":0,"modified":1502406050,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":880},"headData":{"title":"As California Bilingual Education Grows, Teacher Training Is Key | KQED","description":"Experts say improving teachers’ academic skills in their second language will be essential as districts open new dual-language programs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"As California Bilingual Education Grows, Teacher Training Is Key","datePublished":"2017-08-09T22:56:34.000Z","dateModified":"2017-08-10T23:00:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11610773 https://ww2.kqed.org/news/?p=11610773","disqusUrl":"https://ww2.kqed.org/news/2017/08/09/as-california-bilingual-education-grows-teacher-training-is-key/","disqusTitle":"As California Bilingual Education Grows, Teacher Training Is Key","source":"KPCC","sourceUrl":"http://www.scpr.org/","audioUrl":"http://www.kqed.org/.stream/anon/radio/tcr/2017/08/170809ctcr.mp3","guestFields":"0","nprByline":"\u003cstrong>\u003ca href=\"http://www.scpr.org/about/people/staff/adolfo-guzman-lopez\">Adolfo Guzman-Lopez\u003c/a>\u003c/strong>","path":"/news/11610773/as-california-bilingual-education-grows-teacher-training-is-key","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Zyanya Cazares, a sixth-grade teacher who is starting a new assignment this fall teaching in a bilingual education program in Los Angeles, grew up speaking Spanish. But she was recently reminded that the casual, conversational Spanish she spoke at home is not the same as the formal form of the language she's now being asked to teach.\u003c/p>\n\u003cp>“As a Chicana, it’s very easy to say, ‘Oh I know how to say that word in Spanish, you just add an 'o' at the end,’ ” Cazares said. “But that’s not academic Spanish, and we’re in an academic setting -- so I definitely have to prepare to learn the real word of how to say it academically.”\u003c/p>\n\u003cp>Cazares was one of a dozen current and aspiring bilingual education teachers who gathered at California State University Dominguez Hills to learn about the latest teaching methods and also, for many teachers like Cazares, to fill in gaps in their language skills.\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of our goals is to empower teachers, to create a space where they can use their heritage language to express themselves and to grow.'\u003ccite>Professor Lilia Sarmiento\u003c/cite>\u003c/aside>\n\u003cp>More often than not, many educators say, bilingual education teachers’ grasp of academic language in their second language trails that of their academic language in English. Experts in bilingual education say improving those skills will be essential as school districts open new programs after California voters lifted restrictions on dual-language programs last year.\u003c/p>\n\u003cp>“Principals tell us, we know that the content is important, what they need to teach, but send us teachers [who] speak Spanish well,” said Lilia Sarmiento, a professor of education at Cal State Dominguez Hills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>L.A. Unified is leading the pack of school districts in the state opening new bilingual education programs. It’s opening 16 programs this coming academic year, bringing the total to 101 bilingual programs.\u003c/p>\n\u003cp>The second language of the vast majority of bilingual programs in California public schools is Spanish. A smaller number are in Chinese, French and other languages.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"audio","attributes":{"named":{"src":"http://www.kqed.org/.stream/anon/radio/tcr/2017/08/170809ctcr.mp3","image":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/BilingualEd-1020x681.jpg","title":"As California Bilingual Education Grows, Teacher Training Is Key","program":"The California Report","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sarmiento helped start the \u003ca href=\"http://csudhelcongreso.weebly.com/\">two-week summer training for bilingual teachers\u003c/a> in which Cazares enrolled. During the second-to-last class session, CSU Dominguez Hills professor Heather Kertyzia talked to them about how to defuse tension with students through the use of nonviolent language in the classroom.\u003c/p>\n\u003cp>“He can’t be independent at home because there are -- what’s the word I’m looking for -- physical punishments,” she said in Spanish, talking about why students act up in class. Kertyzia is not a fluent Spanish speaker; she learned the language in college and while living in Colombia. Despite incorrect grammar here and there, the message about the lesson remains clear.\u003c/p>\n\u003cp>Cazares noticed that and said it’s helped calm her nerves about starting her new teaching post.\u003c/p>\n\u003cp>“Through this class I’ve noticed that it’s empowering to engage the students in the, ‘Well how do we say this word,’ or 'It’s OK not to know how to say every word,'” she said.\u003c/p>\n\u003cp>Her notebook is full of terms and concepts in Spanish she’ll be using on day one.\u003c/p>\n\u003cp>“\u003cem>Charlas\u003c/em>, is like chats, or talking. So \u003cem>charlas literarias: \u003c/em>literature talks; \u003cem>cigla:\u003c/em> acronym; \u003cem>citas:\u003c/em> quotes,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>It’s exactly those kinds of vocabulary gaps this class is aiming to close. Besides their teaching credential, bilingual education teachers must have additional training. Some educators say the preparation currently required by the state isn’t enough.\u003c/p>\n\u003cp>“One of our goals is to empower teachers, to create a space where they can use their heritage language to express themselves and to grow, not only professionally but personally,” Sarmiento said.\u003c/p>\n\u003cp>Educators say these kinds of teachers will be snapped up by school districts.\u003c/p>\n\u003cp>“We have a current shortage and the shortage is almost going to double, with the new programs that the districts are predicting and expanding of the current programs that they have,” said Shelly Spiegel-Coleman, a longtime bilingual education advocate and executive director of \u003ca href=\"https://www.californianstogether.org/bilingual-teacher-shortage-requires-immediate-action-study-shows-that-bilingual-teachers-exist-but-they-require-professional-development/\">Californians Together.\u003c/a>\u003c/p>\n\u003cp>The success of new programs will depend on how well trained teachers are. Spiegel-Coleman successfully lobbied Gov. Jerry Brown to create grants to train bilingual ed teachers.\u003c/p>\n\u003cp>There are hundreds of teachers with bilingual education training who have been in English classrooms for years, so their skills are rusty, Spiegel-Coleman says.\u003c/p>\n\u003cp>“This is the source that we think is most easily tapped to staff the programs, but we really need the universities, and we need the recruitment. We really need to think about building the pipeline,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And that pipeline, she said, should include the product of current bilingual programs: the thousands of California high school seniors who are graduating with seals of biliteracy on their diplomas.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11610773/as-california-bilingual-education-grows-teacher-training-is-key","authors":["byline_news_11610773"],"programs":["news_6944","news_72"],"categories":["news_18540","news_8"],"tags":["news_18177","news_17762","news_17286"],"affiliates":["news_7054"],"featImg":"news_11610824","label":"source_news_11610773"},"news_11133961":{"type":"posts","id":"news_11133961","meta":{"index":"posts_1591205157","site":"news","id":"11133961","score":null,"sort":[1476799222000]},"guestAuthors":[],"slug":"proposition-58-would-undo-limitations-on-bilingual-education","title":"Proposition 58 Would Undo Limitations on Bilingual Education","publishDate":1476799222,"format":"standard","headTitle":"Election 2016 | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>[dropcap]T[/dropcap]hey are third-, fourth- and fifth-graders, but the English lessons are at a kindergarten level.\u003c/p>\n\u003cp>Most of these students are able to write full compositions in their native languages, said the school's principal, Jim Symonds. So the ideal approach would be to continue \u003ca href=\"http://www.scpr.org/news/2016/09/28/65207/a-bold-new-approach-to-english-proficiency-for-kid/\">teaching them in their native language\u003c/a> to keep their brains stimulated, while folding in English language instruction.\u003c/p>\n\u003cp>\"If we could spend more time teaching them in their native language and working on that proficiency and getting to those higher-level thinking skills, I think they’d be that much further ahead academically and be able to pick up English faster,\" said Symonds.\u003c/p>\n\u003cp>But current state law prevents the school from teaching them using those methods.\u003c/p>\n\u003cp>Instead, the English in Public Schools Initiative, which California voters approved in 1998, requires that the students spend one year in a sheltered class like this one, taking all of their classes in English, before transitioning to mainstream classes at their grade level.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.scpr.org/news/2016/10/03/64930/election-2016-faq-proposition-58-non-english-langu/\">Proposition 58\u003c/a>, on California's general election ballot, would remove those limits on native language instruction. The measure would directly affect instruction for the state's 1.3 million English learners and indirectly for those students whose parents want them to be bilingual.\u003c/p>\n\u003cp>The initiative has drawn wide support from educators, who point to research in the last decade that suggests young people who learn multiple languages improve their brain’s ability to focus and manage several tasks at the same time, which are the keys to learning.\u003c/p>\n\u003cp>It's also supported by dozens of Democratic elected officials, the California Association for Bilingual Education, the Los Angeles Chamber of Commerce, the Advancement Project and the think tank EdTrust West.\u003c/p>\n\u003cp>The proposition's strongest opponent is the man who created the bilingual education limits through Proposition 227, the original ballot measure passed 18 years ago.\u003c/p>\n\u003cp>“Bilingual education is dead and it’s not coming back,” said Ron Unz, the Silicon Valley entrepreneur who authored and funded Proposition 227.\u003c/p>\n\u003cp>At the time Proposition 227 made it on the ballot, more than 400,000 students were enrolled in bilingual education programs in California schools.\u003c/p>\n\u003cp>“The old system put hundreds of thousands -- a good fraction of 1 million students -- in a program where they were not taught English as soon as they started school,” Unz said.\u003c/p>\n\u003cp>Some of the bilingual education programs immersed students in their native language -- largely Spanish -- while dual immersion programs focused on Spanish instruction and built up English gradually from the early grades. At the time, many Californians were worried about increasing levels of immigration and were concerned about how newly arrived students were acclimating to their schools.\u003c/p>\n\u003cp>Unz and others seized on the failings of some bilingual programs to underline that many students languished without properly learning English and transitioning to standard classes.\u003c/p>\n\u003cp>Supporters of Proposition 58 don't disagree entirely.[contextly_sidebar id=\"KIauSBiMJMT1a9s4YFGctZWoYWT58a3S\"]\u003c/p>\n\u003cp>“The programs were literally all over the place,” said Marcelo Suárez-Orozco, dean of the University of California Los Angeles Graduate School of Education & Information Studies. “Each district, each school, seemed to have its own set of priorities and rules and predilections when it came to bilingual education.”\u003c/p>\n\u003cp>Proposition 227, he said, was a political response to the failings of bilingual education that largely eliminated bilingual education rather than find what was working.\u003c/p>\n\u003cp>But a lot has changed in California since Proposition 227. Latinos are now the state's largest ethnic group, while Latino representation in Sacramento has also increased. Bilingualism has become accepted as a point of cultural pride, while the changing workforce has put a premium on workers who speak multiple languages.\u003c/p>\n\u003cp>“We now know in California that it’s not just a cool thing to have your child be bilingual. We actually know that it’s important for our children to have more than one language early on,” said University of Southern California education researcher Gisele Ragusa.\u003c/p>\n\u003cp>The new measure would keep the current English immersion programs as a minimum requirement for English learners, but would allow school districts to create their own bilingual education programs as they see fit to serve those students.\u003c/p>\n\u003cp>The measure would also allow schools to use as much of a student’s native language as they see fit to support a student’s learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We are sending messages to them that the language of power isn’t their own and it’s incredibly discriminatory.'\u003ccite>Gisele Ragusa\u003c/cite>\u003c/aside>\n\u003cp>If the state's English learner students have struggled because state rules limit the amount of native language support, the lifting of those limits by Proposition 58 could improve their learning at a time when there’s a deep achievement gap between most English learners and their white and Asian counterparts.\u003c/p>\n\u003cp>Many students struggle in an environment in which they have to abandon the familiarity of their native language.\u003c/p>\n\u003cp>“If we say to them, when you come to school you can’t speak the language you’ve been speaking for four years, five years, three years at home, we are sending messages to them that the language of power isn’t their own, and it’s incredibly discriminatory,” Ragusa said.\u003c/p>\n\u003cp>If Californians pass the ballot measure, future classes for students learning English might look something like the dual language program that exists at McKinley Elementary School just down the hall from the newcomer class.\u003c/p>\n\u003cp>Under the current law, courses can be taught in more than one language if the parents of each child participating in the program sign a waiver.\u003c/p>\n\u003cp>McKinley started such a program for Spanish three years ago, and the students enrolled are a mix of English learners and native English speakers.\u003c/p>\n\u003cp>Teacher Consuelo Gomez and an aide walk around a kindergarten classroom helping students recognize basic Spanish words by asking them to identify pictures. The question and answer between teacher and student is sometimes in Spanish, and sometimes a mixture of English and Spanish.\u003c/p>\n\u003cp>The approach, principal Symonds said, is to gradually build up these kids' mental ability to learn two languages.\u003c/p>\n\u003cp>In kindergarten, the instruction is 90 percent in Spanish and 10 percent in English, Symonds said. The amount of instruction in English gradually increases each year as students progress through elementary school, until roughly half of class time is spent in English and half in Spanish.\u003c/p>\n\u003cp>\"We’re immersing them in two languages,\" he said. \"We’re looking at the long-term picture of student achievement. The gains, we’re not going to start seeing until the upper grades and into high school,\" he said.\u003c/p>\n\u003cp>The current bilingual education limits, Symonds said, are like a timer that forces kids to sink or swim in their new language without the lifeline of their native language. The only clock that should be ticking, he said, is kids' ability to learn.\u003c/p>\n\u003cp>\"Kids evolve naturally, and you know, some countries that we know don’t start reading until they’re 6 or 7 years old,\" he said.\u003c/p>\n\u003cp>Whether or not the limits on bilingual education are lifted will be up to voters in November.\u003c/p>\n\u003cp>\u003cstrong>Series: \u003cem>California Counts\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>California Counts is a collaboration of KPBS, KPCC, KQED and Capital Public Radio to report on the 2016 election. The coverage focuses on major issues and solicits diverse voices on what's important to the future of California.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://www.scpr.org/issues/california-counts\">Read more in this series\u003c/a> and let us know your thoughts on Twitter using the hashtag \u003ca href=\"https://twitter.com/search?q=%23iamsouthla&src=typd\">#\u003c/a>\u003ca href=\"https://twitter.com/search?q=%23CACounts&src=typd\">CACounts\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"California schools are limited in how much of a foreign language they can use to help English learner students. Proposition 58 would undo those limits.","status":"publish","parent":0,"modified":1476811902,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1272},"headData":{"title":"Proposition 58 Would Undo Limitations on Bilingual Education | KQED","description":"California schools are limited in how much of a foreign language they can use to help English learner students. Proposition 58 would undo those limits.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Proposition 58 Would Undo Limitations on Bilingual Education","datePublished":"2016-10-18T14:00:22.000Z","dateModified":"2016-10-18T17:31:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11133961 http://ww2.kqed.org/news/?p=11133961","disqusUrl":"https://ww2.kqed.org/news/2016/10/18/proposition-58-would-undo-limitations-on-bilingual-education/","disqusTitle":"Proposition 58 Would Undo Limitations on Bilingual Education","nprByline":"Adolfo Guzman-Lopez","path":"/news/11133961/proposition-58-would-undo-limitations-on-bilingual-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">T\u003c/span>\u003c/p>\u003cp>hey are third-, fourth- and fifth-graders, but the English lessons are at a kindergarten level.\u003c/p>\n\u003cp>Most of these students are able to write full compositions in their native languages, said the school's principal, Jim Symonds. So the ideal approach would be to continue \u003ca href=\"http://www.scpr.org/news/2016/09/28/65207/a-bold-new-approach-to-english-proficiency-for-kid/\">teaching them in their native language\u003c/a> to keep their brains stimulated, while folding in English language instruction.\u003c/p>\n\u003cp>\"If we could spend more time teaching them in their native language and working on that proficiency and getting to those higher-level thinking skills, I think they’d be that much further ahead academically and be able to pick up English faster,\" said Symonds.\u003c/p>\n\u003cp>But current state law prevents the school from teaching them using those methods.\u003c/p>\n\u003cp>Instead, the English in Public Schools Initiative, which California voters approved in 1998, requires that the students spend one year in a sheltered class like this one, taking all of their classes in English, before transitioning to mainstream classes at their grade level.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.scpr.org/news/2016/10/03/64930/election-2016-faq-proposition-58-non-english-langu/\">Proposition 58\u003c/a>, on California's general election ballot, would remove those limits on native language instruction. The measure would directly affect instruction for the state's 1.3 million English learners and indirectly for those students whose parents want them to be bilingual.\u003c/p>\n\u003cp>The initiative has drawn wide support from educators, who point to research in the last decade that suggests young people who learn multiple languages improve their brain’s ability to focus and manage several tasks at the same time, which are the keys to learning.\u003c/p>\n\u003cp>It's also supported by dozens of Democratic elected officials, the California Association for Bilingual Education, the Los Angeles Chamber of Commerce, the Advancement Project and the think tank EdTrust West.\u003c/p>\n\u003cp>The proposition's strongest opponent is the man who created the bilingual education limits through Proposition 227, the original ballot measure passed 18 years ago.\u003c/p>\n\u003cp>“Bilingual education is dead and it’s not coming back,” said Ron Unz, the Silicon Valley entrepreneur who authored and funded Proposition 227.\u003c/p>\n\u003cp>At the time Proposition 227 made it on the ballot, more than 400,000 students were enrolled in bilingual education programs in California schools.\u003c/p>\n\u003cp>“The old system put hundreds of thousands -- a good fraction of 1 million students -- in a program where they were not taught English as soon as they started school,” Unz said.\u003c/p>\n\u003cp>Some of the bilingual education programs immersed students in their native language -- largely Spanish -- while dual immersion programs focused on Spanish instruction and built up English gradually from the early grades. At the time, many Californians were worried about increasing levels of immigration and were concerned about how newly arrived students were acclimating to their schools.\u003c/p>\n\u003cp>Unz and others seized on the failings of some bilingual programs to underline that many students languished without properly learning English and transitioning to standard classes.\u003c/p>\n\u003cp>Supporters of Proposition 58 don't disagree entirely.\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The programs were literally all over the place,” said Marcelo Suárez-Orozco, dean of the University of California Los Angeles Graduate School of Education & Information Studies. “Each district, each school, seemed to have its own set of priorities and rules and predilections when it came to bilingual education.”\u003c/p>\n\u003cp>Proposition 227, he said, was a political response to the failings of bilingual education that largely eliminated bilingual education rather than find what was working.\u003c/p>\n\u003cp>But a lot has changed in California since Proposition 227. Latinos are now the state's largest ethnic group, while Latino representation in Sacramento has also increased. Bilingualism has become accepted as a point of cultural pride, while the changing workforce has put a premium on workers who speak multiple languages.\u003c/p>\n\u003cp>“We now know in California that it’s not just a cool thing to have your child be bilingual. We actually know that it’s important for our children to have more than one language early on,” said University of Southern California education researcher Gisele Ragusa.\u003c/p>\n\u003cp>The new measure would keep the current English immersion programs as a minimum requirement for English learners, but would allow school districts to create their own bilingual education programs as they see fit to serve those students.\u003c/p>\n\u003cp>The measure would also allow schools to use as much of a student’s native language as they see fit to support a student’s learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We are sending messages to them that the language of power isn’t their own and it’s incredibly discriminatory.'\u003ccite>Gisele Ragusa\u003c/cite>\u003c/aside>\n\u003cp>If the state's English learner students have struggled because state rules limit the amount of native language support, the lifting of those limits by Proposition 58 could improve their learning at a time when there’s a deep achievement gap between most English learners and their white and Asian counterparts.\u003c/p>\n\u003cp>Many students struggle in an environment in which they have to abandon the familiarity of their native language.\u003c/p>\n\u003cp>“If we say to them, when you come to school you can’t speak the language you’ve been speaking for four years, five years, three years at home, we are sending messages to them that the language of power isn’t their own, and it’s incredibly discriminatory,” Ragusa said.\u003c/p>\n\u003cp>If Californians pass the ballot measure, future classes for students learning English might look something like the dual language program that exists at McKinley Elementary School just down the hall from the newcomer class.\u003c/p>\n\u003cp>Under the current law, courses can be taught in more than one language if the parents of each child participating in the program sign a waiver.\u003c/p>\n\u003cp>McKinley started such a program for Spanish three years ago, and the students enrolled are a mix of English learners and native English speakers.\u003c/p>\n\u003cp>Teacher Consuelo Gomez and an aide walk around a kindergarten classroom helping students recognize basic Spanish words by asking them to identify pictures. The question and answer between teacher and student is sometimes in Spanish, and sometimes a mixture of English and Spanish.\u003c/p>\n\u003cp>The approach, principal Symonds said, is to gradually build up these kids' mental ability to learn two languages.\u003c/p>\n\u003cp>In kindergarten, the instruction is 90 percent in Spanish and 10 percent in English, Symonds said. The amount of instruction in English gradually increases each year as students progress through elementary school, until roughly half of class time is spent in English and half in Spanish.\u003c/p>\n\u003cp>\"We’re immersing them in two languages,\" he said. \"We’re looking at the long-term picture of student achievement. The gains, we’re not going to start seeing until the upper grades and into high school,\" he said.\u003c/p>\n\u003cp>The current bilingual education limits, Symonds said, are like a timer that forces kids to sink or swim in their new language without the lifeline of their native language. The only clock that should be ticking, he said, is kids' ability to learn.\u003c/p>\n\u003cp>\"Kids evolve naturally, and you know, some countries that we know don’t start reading until they’re 6 or 7 years old,\" he said.\u003c/p>\n\u003cp>Whether or not the limits on bilingual education are lifted will be up to voters in November.\u003c/p>\n\u003cp>\u003cstrong>Series: \u003cem>California Counts\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>California Counts is a collaboration of KPBS, KPCC, KQED and Capital Public Radio to report on the 2016 election. The coverage focuses on major issues and solicits diverse voices on what's important to the future of California.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.scpr.org/issues/california-counts\">Read more in this series\u003c/a> and let us know your thoughts on Twitter using the hashtag \u003ca href=\"https://twitter.com/search?q=%23iamsouthla&src=typd\">#\u003c/a>\u003ca href=\"https://twitter.com/search?q=%23CACounts&src=typd\">CACounts\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11133961/proposition-58-would-undo-limitations-on-bilingual-education","authors":["byline_news_11133961"],"programs":["news_72"],"series":["news_19101"],"categories":["news_18540","news_8"],"tags":["news_18177","news_19217","news_19917","news_2998","news_17286","news_17041"],"featImg":"news_11134190","label":"news_72"},"news_10556498":{"type":"posts","id":"news_10556498","meta":{"index":"posts_1591205157","site":"news","id":"10556498","score":null,"sort":[1434069717000]},"guestAuthors":[],"slug":"some-california-preschools-serve-young-english-learners-well-but-its-tough","title":"Some California Preschools Serve Young English Learners Well, But It's Tough","publishDate":1434069717,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>The 3- and 4-year-olds in Amapola Beenn’s class in East Oakland looked out the window this spring and saw butterflies. They were curious. So Beenn went shopping, bought some monarch eggs and hatched them at school.\u003c/p>\n\u003cp>“We wanted to create the whole experience in the classroom,” she said.\u003c/p>\n\u003cp>For her students, Beenn said, it’s important to have this visual, hands-on and, most importantly, \u003cem>bilingual\u003c/em> experience, because her preschool, De Colores, is located in the part of Oakland with the highest concentration of English learners.\u003c/p>\n\u003cp>“This area especially is a melting pot,” she said.\u003c/p>\n\u003cp>California is a melting pot, itself. \u003ca href=\"http://www.cde.ca.gov/sp/cd/ce/documents/dllresearchpapers.pdf\">Half of preschool-aged children\u003c/a> live in families where English is not the first language. Most are Spanish speaking, though scores of other languages are spoken as well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the state's public school system, English-language learners make up more than 20 percent of kindergarten-through-high school students. And, \u003ca href=\"http://ww2.kqed.org/news/2015/05/22/struggling-with-english-from-kindergarten-to-high-school-graduation\">as KQED reported\u003c/a>, many of these students will likely end up in the category of \"long-term English learners.\"\u003c/p>\n\u003cp>The California Department of Education now gives extra money to public school districts with more English learners, but that hasn’t been the case for preschool programs -- not even those with state subsidies.\u003c/p>\n\u003cp>One thing the Department of Education \u003cem>is\u003c/em> doing: This summer, for the first time, it's adding a chapter to its preschool guidelines describing how to best support youngsters simultaneously learning English and their home language. But there’s no guarantee these guidelines will be used, and there is not a lot of extra money to help preschools implement them.\u003c/p>\n\u003cp>“We had at least a billion dollars more in early childhood [funding] prior to the recession,” said Cecilia Fisher-Dahms, who works in the California Department of Education and has focused on young, dual-language learners.\u003c/p>\n\u003cp>The state has restored some of its early-childhood education funding, but it could be a while before it gets back to where it used to be, said Fisher-Dahms. Even then, child advocates say, it's not enough.\u003c/p>\n\u003cp>Meanwhile, English learners in California \u003ca href=\"http://dq.cde.ca.gov/dataquest/cohortrates/CRByProgram.aspx?cds=00000000000000&TheYear=2013-14&Agg=T&Topic=Graduates&RC=State&SubGroup=Ethnic/Racial\">drop out at a higher rate\u003c/a> than almost any other group of students. That's why Fisher-Dahms is working on giving them a better start. She points to research by Nobel laureate and \u003ca href=\"http://heckmanequation.org/content/resource/invest-early-childhood-development-reduce-deficits-strengthen-economy\">University of Chicago professor James Heckman\u003c/a>, which suggests good early-childhood programs can improve social and economic outcomes for low-income students.\u003c/p>\n\u003cp>“It’s really going to pay off in terms of state dividends,” said Fisher-Dahms.\u003c/p>\n\u003cp>But for dual-language learners, good preschool programs are still being figured out, said Soodie Ansari with the San Mateo County Office of Education.\u003c/p>\n\u003cp>“Often times [in education] we have principles, we have philosophies,” she said. “And then the next step is, what does it look like on the ground? What does it actually look like in the classroom?”\u003c/p>\n\u003cp>The state’s new guidelines are another step in the right direction, but there's still more to be done, said Ansari. Preschools need to offer better pay to attract more qualified teachers, she said. And those teachers need paid time to assess how well the children are developing their skills, something afforded to K-12 teachers.\u003c/p>\n\u003cp>“We don’t really have the time to sit together as a team and think about, 'OK, these are the results in the classroom. This is the profile of the children in our classroom. How are we going to address their needs?'\"\u003c/p>\n\u003cp>Right now, it will fall to individual preschools to decide whether or how to use the state guidelines for dual-language learners, she said.\u003c/p>\n\u003cp>There’s no funded mandate despite having strong research that supports programs like De Colores, where Amapola Beenn works.\u003c/p>\n\u003cfigure id=\"attachment_10559604\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut.jpg\">\u003cimg class=\"size-medium wp-image-10559604\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-800x600.jpg\" alt=\"Amapola Beenn reads to her students in Spanish. Later another teacher will read to the group in English.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amapola Beenn reads to her students in Spanish. Later another teacher will read to the group in English. \u003ccite>(Devin Katayama/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It's a Head Start program run through The Unity Council, and it receives most of its funding from the federal government, but state dollars -- as well as foundation grants -- also chip in to help serve low-income children.\u003c/p>\n\u003cp>Beenn said she is lucky to get paid time to plan lessons, and she receives certain professional development that’s not granted to most state-subsidized preschool educators. But her largest supporter has been the Unity Council itself, which gave her time to go back to graduate school, she said.\u003c/p>\n\u003cp>“The first thing I did when I came here was go back to school to get a masters [degree] in early childhood, which I didn’t have.”\u003c/p>\n\u003cp>Now she leads a dual-language program, where children hear Spanish and English throughout the day from two different teachers. The kids sit in a circle and sing songs and listen to stories in both languages.\u003c/p>\n\u003cp>The families of the children are also served here. Adults can hone their English skills and get parenting advice, and the school has even offered classes for those with alcohol dependency, said Beenn.\u003c/p>\n\u003cp>When the state releases its new guidelines this summer, they will be backed by current research, which says this type of bilingual program is on the right track. The program supports families and supports the home language, while a child also learns English. This builds the foundation for how language and concepts work, said Beenn.\u003c/p>\n\u003cp>“There are windows in your brain that open up,\" she said. \"The more you speak, the more you acquire information for anything. Not just language.\"\u003c/p>\n\u003cp>And it’s not just Spanish. There are many other languages her students speak, like Farsi and Mam, and in order to succeed in a global society, it’s important that her students don’t lose their languages, she said.\u003c/p>\n\u003cp>“When you lose \u003cem>la raiz\u003c/em>, the root of who you are, the core of who we are, we lose our identity,\" she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Bilingual preschool helps establish that identity, to serve kids as they grow, said Beenn.\u003c/p>\n\n","blocks":[],"excerpt":"In California, half of preschool-aged children live in families where English is not the first language.","status":"publish","parent":0,"modified":1434126586,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1028},"headData":{"title":"Some California Preschools Serve Young English Learners Well, But It's Tough | KQED","description":"In California, half of preschool-aged children live in families where English is not the first language.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Some California Preschools Serve Young English Learners Well, But It's Tough","datePublished":"2015-06-12T00:41:57.000Z","dateModified":"2015-06-12T16:29:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10556498 http://ww2.kqed.org/news/?p=10556498","disqusUrl":"https://ww2.kqed.org/news/2015/06/11/some-california-preschools-serve-young-english-learners-well-but-its-tough/","disqusTitle":"Some California Preschools Serve Young English Learners Well, But It's Tough","path":"/news/10556498/some-california-preschools-serve-young-english-learners-well-but-its-tough","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The 3- and 4-year-olds in Amapola Beenn’s class in East Oakland looked out the window this spring and saw butterflies. They were curious. So Beenn went shopping, bought some monarch eggs and hatched them at school.\u003c/p>\n\u003cp>“We wanted to create the whole experience in the classroom,” she said.\u003c/p>\n\u003cp>For her students, Beenn said, it’s important to have this visual, hands-on and, most importantly, \u003cem>bilingual\u003c/em> experience, because her preschool, De Colores, is located in the part of Oakland with the highest concentration of English learners.\u003c/p>\n\u003cp>“This area especially is a melting pot,” she said.\u003c/p>\n\u003cp>California is a melting pot, itself. \u003ca href=\"http://www.cde.ca.gov/sp/cd/ce/documents/dllresearchpapers.pdf\">Half of preschool-aged children\u003c/a> live in families where English is not the first language. Most are Spanish speaking, though scores of other languages are spoken as well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the state's public school system, English-language learners make up more than 20 percent of kindergarten-through-high school students. And, \u003ca href=\"http://ww2.kqed.org/news/2015/05/22/struggling-with-english-from-kindergarten-to-high-school-graduation\">as KQED reported\u003c/a>, many of these students will likely end up in the category of \"long-term English learners.\"\u003c/p>\n\u003cp>The California Department of Education now gives extra money to public school districts with more English learners, but that hasn’t been the case for preschool programs -- not even those with state subsidies.\u003c/p>\n\u003cp>One thing the Department of Education \u003cem>is\u003c/em> doing: This summer, for the first time, it's adding a chapter to its preschool guidelines describing how to best support youngsters simultaneously learning English and their home language. But there’s no guarantee these guidelines will be used, and there is not a lot of extra money to help preschools implement them.\u003c/p>\n\u003cp>“We had at least a billion dollars more in early childhood [funding] prior to the recession,” said Cecilia Fisher-Dahms, who works in the California Department of Education and has focused on young, dual-language learners.\u003c/p>\n\u003cp>The state has restored some of its early-childhood education funding, but it could be a while before it gets back to where it used to be, said Fisher-Dahms. Even then, child advocates say, it's not enough.\u003c/p>\n\u003cp>Meanwhile, English learners in California \u003ca href=\"http://dq.cde.ca.gov/dataquest/cohortrates/CRByProgram.aspx?cds=00000000000000&TheYear=2013-14&Agg=T&Topic=Graduates&RC=State&SubGroup=Ethnic/Racial\">drop out at a higher rate\u003c/a> than almost any other group of students. That's why Fisher-Dahms is working on giving them a better start. She points to research by Nobel laureate and \u003ca href=\"http://heckmanequation.org/content/resource/invest-early-childhood-development-reduce-deficits-strengthen-economy\">University of Chicago professor James Heckman\u003c/a>, which suggests good early-childhood programs can improve social and economic outcomes for low-income students.\u003c/p>\n\u003cp>“It’s really going to pay off in terms of state dividends,” said Fisher-Dahms.\u003c/p>\n\u003cp>But for dual-language learners, good preschool programs are still being figured out, said Soodie Ansari with the San Mateo County Office of Education.\u003c/p>\n\u003cp>“Often times [in education] we have principles, we have philosophies,” she said. “And then the next step is, what does it look like on the ground? What does it actually look like in the classroom?”\u003c/p>\n\u003cp>The state’s new guidelines are another step in the right direction, but there's still more to be done, said Ansari. Preschools need to offer better pay to attract more qualified teachers, she said. And those teachers need paid time to assess how well the children are developing their skills, something afforded to K-12 teachers.\u003c/p>\n\u003cp>“We don’t really have the time to sit together as a team and think about, 'OK, these are the results in the classroom. This is the profile of the children in our classroom. How are we going to address their needs?'\"\u003c/p>\n\u003cp>Right now, it will fall to individual preschools to decide whether or how to use the state guidelines for dual-language learners, she said.\u003c/p>\n\u003cp>There’s no funded mandate despite having strong research that supports programs like De Colores, where Amapola Beenn works.\u003c/p>\n\u003cfigure id=\"attachment_10559604\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut.jpg\">\u003cimg class=\"size-medium wp-image-10559604\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-800x600.jpg\" alt=\"Amapola Beenn reads to her students in Spanish. Later another teacher will read to the group in English.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amapola Beenn reads to her students in Spanish. Later another teacher will read to the group in English. \u003ccite>(Devin Katayama/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It's a Head Start program run through The Unity Council, and it receives most of its funding from the federal government, but state dollars -- as well as foundation grants -- also chip in to help serve low-income children.\u003c/p>\n\u003cp>Beenn said she is lucky to get paid time to plan lessons, and she receives certain professional development that’s not granted to most state-subsidized preschool educators. But her largest supporter has been the Unity Council itself, which gave her time to go back to graduate school, she said.\u003c/p>\n\u003cp>“The first thing I did when I came here was go back to school to get a masters [degree] in early childhood, which I didn’t have.”\u003c/p>\n\u003cp>Now she leads a dual-language program, where children hear Spanish and English throughout the day from two different teachers. The kids sit in a circle and sing songs and listen to stories in both languages.\u003c/p>\n\u003cp>The families of the children are also served here. Adults can hone their English skills and get parenting advice, and the school has even offered classes for those with alcohol dependency, said Beenn.\u003c/p>\n\u003cp>When the state releases its new guidelines this summer, they will be backed by current research, which says this type of bilingual program is on the right track. The program supports families and supports the home language, while a child also learns English. This builds the foundation for how language and concepts work, said Beenn.\u003c/p>\n\u003cp>“There are windows in your brain that open up,\" she said. \"The more you speak, the more you acquire information for anything. Not just language.\"\u003c/p>\n\u003cp>And it’s not just Spanish. There are many other languages her students speak, like Farsi and Mam, and in order to succeed in a global society, it’s important that her students don’t lose their languages, she said.\u003c/p>\n\u003cp>“When you lose \u003cem>la raiz\u003c/em>, the root of who you are, the core of who we are, we lose our identity,\" she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Bilingual preschool helps establish that identity, to serve kids as they grow, said Beenn.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10556498/some-california-preschools-serve-young-english-learners-well-but-its-tough","authors":["7240"],"programs":["news_72"],"categories":["news_18540","news_1169","news_8"],"tags":["news_18177","news_17763"],"featImg":"news_10556605","label":"news_72"},"news_10548763":{"type":"posts","id":"news_10548763","meta":{"index":"posts_1591205157","site":"news","id":"10548763","score":null,"sort":[1434060751000]},"guestAuthors":[],"slug":"speak-write-read-bilinguals-seal-the-deal","title":"Speak, Write, Read: Bilinguals Seal the Deal","publishDate":1434060751,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>Guidance counselor Agustina Sanchez yells out the names of 27 seniors at Dinuba High School.\u003c/p>\n\u003cp>\"Elizabeth!\" she calls, as she goes down the list. \"Daisy!\"\u003c/p>\n\u003cp>They get in line to pick up their biliteracy medals. It's just one more task in the hubbub of today’s graduation rehearsal.\u003c/p>\n\u003cp>\"Can we wear these tonight?\" one student asks.\u003c/p>\n\u003cp>\"You can wear 'em,\" says Sanchez.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/210029562\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Tonight is the real graduation for this small town high school about 35 miles southeast of Fresno. These students will wear the medals around their necks when they pick up their diplomas, which also have the special \u003ca href=\"http://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp\" target=\"_blank\">seal of biliteracy\u003c/a>.\u003c/p>\n\u003cp>To receive the award, students have to meet certain criteria. These include passing English classes and the state English language test, and getting either a 3.0 on an Advanced Placement foreign language exam or a 3.0 or higher in foreign language classes.\u003c/p>\n\u003cp>It's a recent effort by the state of California to formally recognize students who are proficient in more than one language.\u003c/p>\n\u003cp>Daisy Del Rio speaks Spanish and English. When she learned there was an award for bilingualism at Dinuba High School, she says she became dead set on getting it.\u003c/p>\n\u003cp>\"I was in the office daily asking, 'Hey am I going to get it? Am I going to get it?' I got it. Oh, it's such an accomplishment to me. I'm first generation Mexican-American. I felt this was something I needed to pursue and something I needed to achieve.\"\u003c/p>\n\u003cp>Del Rio says she wanted the seal because she's seen her immigrant parents toil to make her life better. Her mom works in a packing house; her dad is a truck driver.\u003c/p>\n\u003cp>\"Just seeing them work hard every day, come home, taking off their boots, that alone inspires me,\" she says.\u003c/p>\n\u003cp>Del Rio, who is the youngest of three children, has also worked hard. This summer she's heading to American University in Washington, D.C. to study political science. \"It's up to me to be the first one to go to college in my family,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_10548768\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15357_photo-qut.jpg\">\u003cimg class=\"wp-image-10548768 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15357_photo-qut-400x300.jpg\" alt=\"RS15357_photo-qut\" width=\"400\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut.jpg 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Counselor Agustina Sanchez watches her Seal of Biliteracy students take a selfie. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She’s proud of her dual heritage and says the seal signifies the value of California's diversity.\u003c/p>\n\u003cp>\"It exemplifies who you are, what your culture is,\" she says.\u003c/p>\n\u003cp>Laurie Olsen, an expert on English-learner education, agrees. \"It suddenly gives [students] a sense of not being stigmatized for having those other languages and that this is being recognized now,\" she says.\u003c/p>\n\u003cp>Olsen is on the board of \u003ca href=\"http://www.californianstogether.org/\" target=\"_blank\">Californians Together\u003c/a>, the organization that convinced California to become the first state to adopt the seal of biliteracy. That was in 2011; since then, nine other states have joined the ranks and 11 more are in the process.\u003c/p>\n\u003cp>\"This idea has taken off with great energy,\" Olsen says. \"It’s amazing that it came from California, which was the state that gave birth to the English-only movement.\"\u003c/p>\n\u003cp>She’s referring to \u003ca href=\"http://primary98.sos.ca.gov/VoterGuide/Propositions/227.htm\" target=\"_blank\">Proposition 227\u003c/a>, which was passed in 1998 and all but ended bilingual education. The focus then was on English immersion. But the tide may be changing. A measure to repeal most of that proposition is on the \u003ca href=\"http://ballotpedia.org/California_Multilingual_Education_Act_(2016)\" target=\"_blank\">2016 ballot\u003c/a>.\u003c/p>\n\u003cp>Meanwhile, at least 198 K-12 school districts statewide have adopted the seal of biliteracy. And many schools are trying to figure out how to help more kids earn it.\u003c/p>\n\u003cp>\"It’s opening up the question of where are the programs that are going to lead to bilingual proficiency,\" says Olsen.\u003c/p>\n\u003cp>Dinuba High School guidance counselor Agustina Sanchez says schools also see the practicality in the award.\u003c/p>\n\u003cp>\"When you walk into any job interview in college you're able to put it into a binder and say: 'Well would you like to see proof?'\"\u003c/p>\n\u003cp>She says \u003ca href=\"https://velazquezpress.com/velazquez-press-seal-biliteracy-recognition\" target=\"_blank\">Velázquez Press \u003c/a>sponsored the medals for her students. Each year, the company donates 5,000 medals free of charge. \"A lot of districts want to do it but just don't have the budget,\" says Velázquez Press CEO Arthur Chou. \"Our rule is we want to make this happen.\"\u003c/p>\n\u003cp>About 50,000 students in California have earned the seal, says Olsen. But that's not taking into account this year's students, some of whom haven't yet graduated.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The most wonderful thing is going to the award ceremonies where the seals are being given out,\" Olsen says. \"And seeing the way in which families, whole communities turn out and the tremendous pride they feel at just having it be said and recognized that there is enormous skill to language proficiency.\"\u003c/p>\n\n","blocks":[],"excerpt":"Students fluent in two languages are being acknowledged with an award: the seal of biliteracy. ","status":"publish","parent":0,"modified":1434130696,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":816},"headData":{"title":"Speak, Write, Read: Bilinguals Seal the Deal | KQED","description":"Students fluent in two languages are being acknowledged with an award: the seal of biliteracy. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Speak, Write, Read: Bilinguals Seal the Deal","datePublished":"2015-06-11T22:12:31.000Z","dateModified":"2015-06-12T17:38:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10548763 http://ww2.kqed.org/news/?p=10548763","disqusUrl":"https://ww2.kqed.org/news/2015/06/11/speak-write-read-bilinguals-seal-the-deal/","disqusTitle":"Speak, Write, Read: Bilinguals Seal the Deal","path":"/news/10548763/speak-write-read-bilinguals-seal-the-deal","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Guidance counselor Agustina Sanchez yells out the names of 27 seniors at Dinuba High School.\u003c/p>\n\u003cp>\"Elizabeth!\" she calls, as she goes down the list. \"Daisy!\"\u003c/p>\n\u003cp>They get in line to pick up their biliteracy medals. It's just one more task in the hubbub of today’s graduation rehearsal.\u003c/p>\n\u003cp>\"Can we wear these tonight?\" one student asks.\u003c/p>\n\u003cp>\"You can wear 'em,\" says Sanchez.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/210029562&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/210029562'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Tonight is the real graduation for this small town high school about 35 miles southeast of Fresno. These students will wear the medals around their necks when they pick up their diplomas, which also have the special \u003ca href=\"http://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp\" target=\"_blank\">seal of biliteracy\u003c/a>.\u003c/p>\n\u003cp>To receive the award, students have to meet certain criteria. These include passing English classes and the state English language test, and getting either a 3.0 on an Advanced Placement foreign language exam or a 3.0 or higher in foreign language classes.\u003c/p>\n\u003cp>It's a recent effort by the state of California to formally recognize students who are proficient in more than one language.\u003c/p>\n\u003cp>Daisy Del Rio speaks Spanish and English. When she learned there was an award for bilingualism at Dinuba High School, she says she became dead set on getting it.\u003c/p>\n\u003cp>\"I was in the office daily asking, 'Hey am I going to get it? Am I going to get it?' I got it. Oh, it's such an accomplishment to me. I'm first generation Mexican-American. I felt this was something I needed to pursue and something I needed to achieve.\"\u003c/p>\n\u003cp>Del Rio says she wanted the seal because she's seen her immigrant parents toil to make her life better. Her mom works in a packing house; her dad is a truck driver.\u003c/p>\n\u003cp>\"Just seeing them work hard every day, come home, taking off their boots, that alone inspires me,\" she says.\u003c/p>\n\u003cp>Del Rio, who is the youngest of three children, has also worked hard. This summer she's heading to American University in Washington, D.C. to study political science. \"It's up to me to be the first one to go to college in my family,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_10548768\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15357_photo-qut.jpg\">\u003cimg class=\"wp-image-10548768 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15357_photo-qut-400x300.jpg\" alt=\"RS15357_photo-qut\" width=\"400\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut.jpg 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Counselor Agustina Sanchez watches her Seal of Biliteracy students take a selfie. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She’s proud of her dual heritage and says the seal signifies the value of California's diversity.\u003c/p>\n\u003cp>\"It exemplifies who you are, what your culture is,\" she says.\u003c/p>\n\u003cp>Laurie Olsen, an expert on English-learner education, agrees. \"It suddenly gives [students] a sense of not being stigmatized for having those other languages and that this is being recognized now,\" she says.\u003c/p>\n\u003cp>Olsen is on the board of \u003ca href=\"http://www.californianstogether.org/\" target=\"_blank\">Californians Together\u003c/a>, the organization that convinced California to become the first state to adopt the seal of biliteracy. That was in 2011; since then, nine other states have joined the ranks and 11 more are in the process.\u003c/p>\n\u003cp>\"This idea has taken off with great energy,\" Olsen says. \"It’s amazing that it came from California, which was the state that gave birth to the English-only movement.\"\u003c/p>\n\u003cp>She’s referring to \u003ca href=\"http://primary98.sos.ca.gov/VoterGuide/Propositions/227.htm\" target=\"_blank\">Proposition 227\u003c/a>, which was passed in 1998 and all but ended bilingual education. The focus then was on English immersion. But the tide may be changing. A measure to repeal most of that proposition is on the \u003ca href=\"http://ballotpedia.org/California_Multilingual_Education_Act_(2016)\" target=\"_blank\">2016 ballot\u003c/a>.\u003c/p>\n\u003cp>Meanwhile, at least 198 K-12 school districts statewide have adopted the seal of biliteracy. And many schools are trying to figure out how to help more kids earn it.\u003c/p>\n\u003cp>\"It’s opening up the question of where are the programs that are going to lead to bilingual proficiency,\" says Olsen.\u003c/p>\n\u003cp>Dinuba High School guidance counselor Agustina Sanchez says schools also see the practicality in the award.\u003c/p>\n\u003cp>\"When you walk into any job interview in college you're able to put it into a binder and say: 'Well would you like to see proof?'\"\u003c/p>\n\u003cp>She says \u003ca href=\"https://velazquezpress.com/velazquez-press-seal-biliteracy-recognition\" target=\"_blank\">Velázquez Press \u003c/a>sponsored the medals for her students. Each year, the company donates 5,000 medals free of charge. \"A lot of districts want to do it but just don't have the budget,\" says Velázquez Press CEO Arthur Chou. \"Our rule is we want to make this happen.\"\u003c/p>\n\u003cp>About 50,000 students in California have earned the seal, says Olsen. But that's not taking into account this year's students, some of whom haven't yet graduated.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The most wonderful thing is going to the award ceremonies where the seals are being given out,\" Olsen says. \"And seeing the way in which families, whole communities turn out and the tremendous pride they feel at just having it be said and recognized that there is enormous skill to language proficiency.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10548763/speak-write-read-bilinguals-seal-the-deal","authors":["208"],"programs":["news_72"],"categories":["news_18540","news_1169","news_8"],"tags":["news_18177","news_17041"],"featImg":"news_10548766","label":"news_72"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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