English Language LearnersEnglish Language Learners
Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education
How to Structure Academic Math Conversations to Support English Learners
It took 20 years for this author to reunite with the teacher who changed his life
Tools That Help English Language Learners Online and In Person
Tower Of Babble: Nonnative Speakers Navigate The World Of 'Good' And 'Bad' English
Millions Of Kids Learn English At School. Teaching Them Remotely Hasn't Been Easy
School Network Takes Turbocharged Approach to Education for Refugee Students
These Students Speak Perfect Spanglish — And Now They're Learning To Own It
Coming To America: Our Best Student Podcasts About Immigration
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FM","link":"/"}},"mindshift_63148":{"type":"posts","id":"mindshift_63148","meta":{"index":"posts_1591205157","site":"mindshift","id":"63148","score":null,"sort":[1709722854000]},"guestAuthors":[],"slug":"creating-a-welcoming-environment-for-linguistically-diverse-families-of-students-in-special-education","title":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education","publishDate":1709722854,"format":"standard","headTitle":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In her recent book, \u003c/span>\u003ca href=\"https://rowman.com/ISBN/9781538180365/Partnering-with-Culturally-and-Linguistically-Diverse-Families-in-Special-Education\">\u003ci>\u003cspan style=\"font-weight: 400\">Partnering with Culturally and Linguistically Diverse Families in Special Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Kristin Vogel-C\u003c/span>\u003cspan style=\"font-weight: 400\">a\u003c/span>\u003cspan style=\"font-weight: 400\">mpbell\u003c/span>\u003cspan style=\"font-weight: 400\"> notes the difficulties that parents of students with disabilities face when there is a language barrier. \u003c/span>\u003ca href=\"https://www.smfcsd.net/our-district/communication/news/default-board-post-page/~board/suptcommsboard-district-news/post/kristin-vogel-campbell-of-smfcsd-recognized-with-national-award-for-equity-in-education\">\u003cspan style=\"font-weight: 400\">Vogel-Campbell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 20-year veteran of special education, has seen a higher level of agency, access and knowledge of the \u003ca href=\"https://www.kqed.org/mindshift/tag/special-education\">special education system\u003c/a> among white and English-speaking parents of children with disabilities. Families that don’t fall into these identities often lack the social and cultural capital to effectively advocate for their children within a bureaucratic system. For example, families who have access to resources like attorneys or legal advocates may be better able to \u003ca href=\"https://www.kqed.org/mindshift/58633/this-is-not-inclusive-some-students-with-disabilities-are-going-without-as-districts-scale-back-virtual-programs\">ensure their children receive the special education services\u003c/a> they need. “There are free and low-cost advocacy and attorneys, but their bandwidth is totally spread thin,” Vogel-Campbell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, even though all parents and families have the \u003ca href=\"https://sites.ed.gov/idea/regs/b/d/300.322/e\">right to qualified interpretation\u003c/a>, schools can have difficulty finding interpreters that can accurately convey academic language during meetings about a student’s individualized education plan (IEP). According to Vogel-Campbell, not providing proper interpretation services during communication between educators and parents can break trust and delay the implementation of an IEP.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though not all of these issues are within individual educators’ control, when special education teachers recognize these barriers, they can \u003ca href=\"https://twitter.com/MindShiftKQED/status/1751597264210911576/photo/1\">think creatively\u003c/a> about how to connect with and support families who speak languages other than English. Jeremy Jarvi and Ben Simson, two special education teachers who work with Vogel-Campbell in California’s San Mateo-Foster City School District, shared some of their strategies for doing just that. From using Google Translate, to creating systems of outreach and advocacy, Jarvi, Simson and Vogel-Campbell are dedicated to fostering a welcoming environment for the families of students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Overcoming language barriers during the IEP process\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Vogel-Campbell, the IEP process is very structured, and doesn’t provide parents an opportunity to share their specific hopes for their children. Language barriers and lack of trust can exacerbate this issue. For example, when a teacher makes eye contact only with an interpreter, rather than the parent, this doesn’t communicate respect towards the families of the students being discussed, said Vogel-Campbell.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Vogel-Campbell’s school district obtains Spanish interpreter services relatively quickly, and is required to offer no-cost interpretation for all non-English speaking parents, she said that it may take up to a month to coordinate an interpreter of languages less frequently spoken in the area. \u003c/span>Vogel-Campbell suggested that educators make small efforts throughout the school year to reach out to parents in their preferred language. For instance, teachers can introduce themselves or greet a family in their native language, even if the rest of the meeting relies on an interpreter. Doing so communicates respect and eagerness to connect with those parents, said Vogel-Campbell. She urged educators to recognize that even if parents don’t understand the dominant language spoken by the teacher it “doesn’t mean that they’re not a source of knowledge and information for their students.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson both regularly use \u003ca href=\"https://translate.google.com/\">Google translate\u003c/a> to communicate with non-English speaking parents. Jarvi, whose classroom consists of nine kindergarten through third graders with moderate to severe disabilities, tries to translate all IEPs using Google Translate. He said that translating it himself for parents is often faster than sending it through the district for a translation, which he said can take up to two weeks to complete. \u003ca href=\"https://edsource.org/2023/immigrant-parents-report-faulty-slow-translation-of-special-education-documents/700531\">Monthslong waits for IEP translations, as well as poor translations, are common across California\u003c/a>, according to EdSource. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi said that the longer parents have to wait for the IEP document, the more drawn out the process is for parental consent, signature and implementation. “We want it to have a quick turnaround for consent and implementation, because the longer it takes for the parent to consent, the less time the child has to meet the goals,” he said. Without an IEP signed by a parent, the educator has to continue curriculum based off of the most recently signed IEP, which can be a year out of date. The quicker special education teachers can sit down with parents with an agreed upon IEP, the less likely students are to fall behind in meeting their curriculum goals whether those are academic or functional life skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Communicating effectively with families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson have implemented similar strategies to close the communication gap between themselves and their students’ parents. Simson, who works with middle school students, uses Google Translate to send and receive text messages and emails to and from parents. His classroom consists of families that speak English and Spanish. He tells parents that he has no problem translating on his end and he lets them take the lead on which language to use. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi also uses Google Translate as much as he can to communicate with parents of his students that might speak a primary language at home other than English. Over the years, he has worked with families who speak Khmer, Cambodian, Japanese and Spanish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Continuing to build those relationships with parents, Simson approaches IEP meetings wondering how he can foster an authentic connection with the family to solidify the partnership between educator and parent. He also texts or calls parents every couple of days with positive news about their student and encourages parents to praise their children. If the student has an obstacle to overcome, Simson makes sure to collaborate with parents to come up with a redirection or constructive solution to the problem. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers might interpret parental deference to educators’ ideas as disengagement, but in her book Vogel-Campbell highlighted a diversity of non-Western cultural beliefs that may shape parents’ interactions with the school system. She said it’s important to recognize those differences and emphasize ways that parents can advocate for their children in the U.S. education system. Jarvi, who often speaks with parents who are new to the IEP process, makes sure to \u003ca href=\"https://www.kqed.org/mindshift/52468/helping-families-ask-questions-could-be-your-most-powerful-engagement-tool\">create lasting relationships with parents\u003c/a> in the hopes that they continue advocacy for their children after they leave his classroom. In his weekly communications home, he offers a variety of messaging styles from a traditional email to text messages that consist of a smiley face or frowny face. Although he said it can take some trial and error, Jarvi works to tailor his communication to a parent’s bandwidth and to smooth out any challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Translation resources and multilingual services for families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogel-Campbell also shared some resources that her district uses for communicating with families speaking different languages. One is \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a communication tool designed for use in K-12 education that educators, administrators and district officials use to translate memos into more than 100 languages. Some teachers in Vogel-Campbell’s district also use \u003c/span>\u003ca href=\"https://www.remind.com/\">\u003cspan style=\"font-weight: 400\">Remind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an education communication platform with two-way texting translation capabilities. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents ask educators for resources regarding support and advocacy, Vogel-Campbell recommended the organization \u003c/span>\u003ca href=\"https://supportforfamilies.org/\">\u003cspan style=\"font-weight: 400\">Support For Families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based in San Francisco but offers many online resources, such as introductions to different diagnoses. Vogel-Campbell also recommended connecting families to parent centers that offer multilingual services and resources to families of children with disabilities. Parent centers can be found by location at \u003c/span>\u003ca href=\"https://www.parentcenterhub.org/find-your-center/\">\u003cspan style=\"font-weight: 400\">https://www.parentcenterhub.org/find-your-center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Vogel-Campbell’s district also has recently partnered with \u003c/span>\u003ca href=\"https://www.footsteps2brilliance.com/\">\u003cspan style=\"font-weight: 400\">Footsteps To Brilliance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a bilingual app that can be used by families to continue literacy lessons at home.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","status":"publish","parent":0,"modified":1712330187,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1279},"headData":{"title":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education | KQED","description":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education","datePublished":"2024-03-06T11:00:54.000Z","dateModified":"2024-04-05T15:16:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63148/creating-a-welcoming-environment-for-linguistically-diverse-families-of-students-in-special-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In her recent book, \u003c/span>\u003ca href=\"https://rowman.com/ISBN/9781538180365/Partnering-with-Culturally-and-Linguistically-Diverse-Families-in-Special-Education\">\u003ci>\u003cspan style=\"font-weight: 400\">Partnering with Culturally and Linguistically Diverse Families in Special Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Kristin Vogel-C\u003c/span>\u003cspan style=\"font-weight: 400\">a\u003c/span>\u003cspan style=\"font-weight: 400\">mpbell\u003c/span>\u003cspan style=\"font-weight: 400\"> notes the difficulties that parents of students with disabilities face when there is a language barrier. \u003c/span>\u003ca href=\"https://www.smfcsd.net/our-district/communication/news/default-board-post-page/~board/suptcommsboard-district-news/post/kristin-vogel-campbell-of-smfcsd-recognized-with-national-award-for-equity-in-education\">\u003cspan style=\"font-weight: 400\">Vogel-Campbell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 20-year veteran of special education, has seen a higher level of agency, access and knowledge of the \u003ca href=\"https://www.kqed.org/mindshift/tag/special-education\">special education system\u003c/a> among white and English-speaking parents of children with disabilities. Families that don’t fall into these identities often lack the social and cultural capital to effectively advocate for their children within a bureaucratic system. For example, families who have access to resources like attorneys or legal advocates may be better able to \u003ca href=\"https://www.kqed.org/mindshift/58633/this-is-not-inclusive-some-students-with-disabilities-are-going-without-as-districts-scale-back-virtual-programs\">ensure their children receive the special education services\u003c/a> they need. “There are free and low-cost advocacy and attorneys, but their bandwidth is totally spread thin,” Vogel-Campbell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, even though all parents and families have the \u003ca href=\"https://sites.ed.gov/idea/regs/b/d/300.322/e\">right to qualified interpretation\u003c/a>, schools can have difficulty finding interpreters that can accurately convey academic language during meetings about a student’s individualized education plan (IEP). According to Vogel-Campbell, not providing proper interpretation services during communication between educators and parents can break trust and delay the implementation of an IEP.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though not all of these issues are within individual educators’ control, when special education teachers recognize these barriers, they can \u003ca href=\"https://twitter.com/MindShiftKQED/status/1751597264210911576/photo/1\">think creatively\u003c/a> about how to connect with and support families who speak languages other than English. Jeremy Jarvi and Ben Simson, two special education teachers who work with Vogel-Campbell in California’s San Mateo-Foster City School District, shared some of their strategies for doing just that. From using Google Translate, to creating systems of outreach and advocacy, Jarvi, Simson and Vogel-Campbell are dedicated to fostering a welcoming environment for the families of students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Overcoming language barriers during the IEP process\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Vogel-Campbell, the IEP process is very structured, and doesn’t provide parents an opportunity to share their specific hopes for their children. Language barriers and lack of trust can exacerbate this issue. For example, when a teacher makes eye contact only with an interpreter, rather than the parent, this doesn’t communicate respect towards the families of the students being discussed, said Vogel-Campbell.\u003c/span>\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>\u003cspan style=\"font-weight: 400\">While Vogel-Campbell’s school district obtains Spanish interpreter services relatively quickly, and is required to offer no-cost interpretation for all non-English speaking parents, she said that it may take up to a month to coordinate an interpreter of languages less frequently spoken in the area. \u003c/span>Vogel-Campbell suggested that educators make small efforts throughout the school year to reach out to parents in their preferred language. For instance, teachers can introduce themselves or greet a family in their native language, even if the rest of the meeting relies on an interpreter. Doing so communicates respect and eagerness to connect with those parents, said Vogel-Campbell. She urged educators to recognize that even if parents don’t understand the dominant language spoken by the teacher it “doesn’t mean that they’re not a source of knowledge and information for their students.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson both regularly use \u003ca href=\"https://translate.google.com/\">Google translate\u003c/a> to communicate with non-English speaking parents. Jarvi, whose classroom consists of nine kindergarten through third graders with moderate to severe disabilities, tries to translate all IEPs using Google Translate. He said that translating it himself for parents is often faster than sending it through the district for a translation, which he said can take up to two weeks to complete. \u003ca href=\"https://edsource.org/2023/immigrant-parents-report-faulty-slow-translation-of-special-education-documents/700531\">Monthslong waits for IEP translations, as well as poor translations, are common across California\u003c/a>, according to EdSource. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi said that the longer parents have to wait for the IEP document, the more drawn out the process is for parental consent, signature and implementation. “We want it to have a quick turnaround for consent and implementation, because the longer it takes for the parent to consent, the less time the child has to meet the goals,” he said. Without an IEP signed by a parent, the educator has to continue curriculum based off of the most recently signed IEP, which can be a year out of date. The quicker special education teachers can sit down with parents with an agreed upon IEP, the less likely students are to fall behind in meeting their curriculum goals whether those are academic or functional life skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Communicating effectively with families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson have implemented similar strategies to close the communication gap between themselves and their students’ parents. Simson, who works with middle school students, uses Google Translate to send and receive text messages and emails to and from parents. His classroom consists of families that speak English and Spanish. He tells parents that he has no problem translating on his end and he lets them take the lead on which language to use. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi also uses Google Translate as much as he can to communicate with parents of his students that might speak a primary language at home other than English. Over the years, he has worked with families who speak Khmer, Cambodian, Japanese and Spanish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Continuing to build those relationships with parents, Simson approaches IEP meetings wondering how he can foster an authentic connection with the family to solidify the partnership between educator and parent. He also texts or calls parents every couple of days with positive news about their student and encourages parents to praise their children. If the student has an obstacle to overcome, Simson makes sure to collaborate with parents to come up with a redirection or constructive solution to the problem. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers might interpret parental deference to educators’ ideas as disengagement, but in her book Vogel-Campbell highlighted a diversity of non-Western cultural beliefs that may shape parents’ interactions with the school system. She said it’s important to recognize those differences and emphasize ways that parents can advocate for their children in the U.S. education system. Jarvi, who often speaks with parents who are new to the IEP process, makes sure to \u003ca href=\"https://www.kqed.org/mindshift/52468/helping-families-ask-questions-could-be-your-most-powerful-engagement-tool\">create lasting relationships with parents\u003c/a> in the hopes that they continue advocacy for their children after they leave his classroom. In his weekly communications home, he offers a variety of messaging styles from a traditional email to text messages that consist of a smiley face or frowny face. Although he said it can take some trial and error, Jarvi works to tailor his communication to a parent’s bandwidth and to smooth out any challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Translation resources and multilingual services for families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogel-Campbell also shared some resources that her district uses for communicating with families speaking different languages. One is \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a communication tool designed for use in K-12 education that educators, administrators and district officials use to translate memos into more than 100 languages. Some teachers in Vogel-Campbell’s district also use \u003c/span>\u003ca href=\"https://www.remind.com/\">\u003cspan style=\"font-weight: 400\">Remind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an education communication platform with two-way texting translation capabilities. \u003c/span>\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>\u003cspan style=\"font-weight: 400\">If parents ask educators for resources regarding support and advocacy, Vogel-Campbell recommended the organization \u003c/span>\u003ca href=\"https://supportforfamilies.org/\">\u003cspan style=\"font-weight: 400\">Support For Families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based in San Francisco but offers many online resources, such as introductions to different diagnoses. Vogel-Campbell also recommended connecting families to parent centers that offer multilingual services and resources to families of children with disabilities. Parent centers can be found by location at \u003c/span>\u003ca href=\"https://www.parentcenterhub.org/find-your-center/\">\u003cspan style=\"font-weight: 400\">https://www.parentcenterhub.org/find-your-center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Vogel-Campbell’s district also has recently partnered with \u003c/span>\u003ca href=\"https://www.footsteps2brilliance.com/\">\u003cspan style=\"font-weight: 400\">Footsteps To Brilliance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a bilingual app that can be used by families to continue literacy lessons at home.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63148/creating-a-welcoming-environment-for-linguistically-diverse-families-of-students-in-special-education","authors":["11759"],"categories":["mindshift_21512","mindshift_21385","mindshift_21579","mindshift_193"],"tags":["mindshift_21250","mindshift_21036","mindshift_21471","mindshift_21718","mindshift_20851","mindshift_397","mindshift_21416","mindshift_21707","mindshift_21230","mindshift_163","mindshift_231","mindshift_20934"],"featImg":"mindshift_63153","label":"mindshift"},"mindshift_60104":{"type":"posts","id":"mindshift_60104","meta":{"index":"posts_1591205157","site":"mindshift","id":"60104","score":null,"sort":[1669888859000]},"guestAuthors":[],"slug":"how-to-structure-academic-math-conversations-to-support-english-learners","title":"How to Structure Academic Math Conversations to Support English Learners","publishDate":1669888859,"format":"standard","headTitle":"How to Structure Academic Math Conversations to Support English Learners | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Math-to-English-Learners-100040.htm?categoryId=-1\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Teaching Math to English Learners\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Adrian Mendoza with Tina Beene. Published by Seidlitz Education, 2022.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Embracing academic conversations in the math classroom becomes routine when teachers intentionally prepare content-based linguistic supports to guide and scaffold language. These opportunities for language are important because verbalizing thinking helps students with sense- making, analysis, and reasoning. When students process and engage in sharing, they gain problem-solving perspectives and address misconceptions or incompleteness in their ideas more than if they worked independently (Webb et al., 2014).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60172 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachingmathtoenglishlearners.jpeg\" alt=\"Teaching Math to English Learners book cover\" width=\"229\" height=\"330\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/teachingmathtoenglishlearners.jpeg 229w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/teachingmathtoenglishlearners-160x231.jpeg 160w\" sizes=\"(max-width: 229px) 100vw, 229px\">Structured conversations in a math classroom are especially crucial when teaching English learners (ELs) or students who may feel frustrated or anxious when classmates’ responses to questions bypass the problem-solving process and skip to the solution. When the EL has a different, viable perspective, they might struggle to communicate. There is still a misconception that the first to respond is smarter than the rest, leaving slower students with a feeling of failure or a self-perception that math is not for them. On the contrary, some of the best responses come from students who think carefully about the process they used to formulate an answer, but students must be reminded of this. In fact, some of the best mathematicians are slow thinkers (Boaler, 2015).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When providing structured conversations in math classrooms, equity also comes into play. We ensure that every student can engage in learning experiences as we provide them with academic, cognitive, linguistic, and affective support. Academic conversations are an essential component, as they directly affect reading and writing. The more structured opportunities students have to talk and process mathematical ideas, the better readers and writers they will become.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a former instructional coach in a school district, one of my goals was to identify what I call “ghost students,” or students who almost never give answers even though teachers want them to speak. These students often go from class to class and never practice academic English, much less the language of mathematics. Once I knew who these “ghost students” were, I intentionally created support systems to ensure 100 percent participation. This support provided all students with language learning opportunities during math lessons and held them accountable. Some strategies that assist with total participation include the use of sentence stems, word banks, visuals, total response signals, and student randomization and rotation.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60105\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60105\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/ProficiencyAccommodationsChart-scaled-e1667775311677.jpg\" alt=\"\" width=\"1920\" height=\"854\">\u003cfigcaption class=\"wp-caption-text\">Table describing how to modify instruction for different levels of English fluency. \u003ccite>(Courtesy of Seidlitz Education.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Conversations in Math\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversations in Math is a routine designed to provide opportunities for students to share their mathematical ideas, much like \u003c/span>\u003ca href=\"https://www.heinemann.com/products/e13748.aspx\">\u003cspan style=\"font-weight: 400\">Parrish’s Number Talks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (2014). The difference is that the structure has a language focus, and students gain access to language by discussing their strategies for solving a problem and explaining the reasoning behind their work.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversations in Math can be applied using the \u003c/span>\u003ca href=\"https://seidlitzblog.org/2019/03/27/qsssa-more-than-turn-talk/\">\u003cspan style=\"font-weight: 400\">QSSSA strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Seidlitz & Perryman, 2021) to help students generate strategic approaches to problem-solving. This strategy helps students use new academic language during conversation. The teacher asks the essential question that will be addressed in the conversation. Students show a signal when they are ready to respond and are given a sentence stem to use for their response. After sharing with a partner, students are chosen randomly to share with their own group.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Question: \u003c/b>\u003cspan style=\"font-weight: 400\">Present class with a problem. Ask the class a question seeking ideas about solving the math problem. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: “What is one way to find the product of 48 x 25?”\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Signal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Provide thinking time while students work on the math problem. Ask students to give you a response signal when they are ready to answer the question. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Thumbs up on your chest when you have a response.\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Stem: \u003c/b>\u003cspan style=\"font-weight: 400\">Provide sentence stems to get the students ready to share their ideas. “\u003c/span>In my head, I saw…” “My first step was…” “I noticed” “One way to solve the problem is…” \u003ci>Example: One way to find the product of 48 x 25 is …\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Share: \u003c/b>\u003cspan style=\"font-weight: 400\">Have students share their responses with other students in pairs, triads, or groups. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Have students share with their elbow partner.\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Assess: \u003c/b>\u003cspan style=\"font-weight: 400\">Determine the quality of student discussions and the level of understanding by randomly selecting students to share aloud or by having all students write their responses. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Randomize to call on four students and hear their ideas.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">An anchor chart, using three or four student ideas per class period with their names, is encouraged. Record the ideas to create a visual for the class.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60106\" class=\"wp-caption alignnone\" style=\"max-width: 2354px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60106\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/48x25chart.jpg\" alt=\"\" width=\"2354\" height=\"1864\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart.jpg 2354w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-800x633.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1020x808.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-160x127.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-768x608.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1536x1216.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-2048x1622.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1920x1520.jpg 1920w\" sizes=\"(max-width: 2354px) 100vw, 2354px\">\u003cfigcaption class=\"wp-caption-text\">Example of an anchor chart for a math problem. \u003ccite>(Courtesy of Seidlitz Education.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/adrianmendozaed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60181\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Adrian-Mendoza-800x824.jpg\" alt=\"Adrian Mendoza\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-800x824.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1020x1051.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-768x791.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1491x1536.jpg 1491w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1988x2048.jpg 1988w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1920x1978.jpg 1920w\" sizes=\"(max-width: 150px) 100vw, 150px\">Adrian Mendoza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a consultant with Seidlitz Education, providing professional development to educators in the areas of bilingual education, math and student engagement. Adrian previously worked as an instructional math coach in San Marcos CISD and has a master’s degree in educational leadership from Texas State University.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60176\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tina-Beene-800x824.jpg\" alt=\"Tina Beene\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-800x824.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1020x1051.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-768x791.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1491x1536.jpg 1491w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1988x2048.jpg 1988w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1920x1978.jpg 1920w\" sizes=\"(max-width: 150px) 100vw, 150px\">Tina Beene is a consultant with Seidlitz Education. She is the author of \u003c/span>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Social-Studies-to-ELLs-900001.htm\">\u003cspan style=\"font-weight: 400\">Teaching Social Studies to ELLs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and co-author of \u003c/span>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Science-to-ELs-900015.htm\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Teaching Science to English Learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with Stephen Fleenor. Before joining the Seidlitz team, she was a bilingual teacher, campus instructional coach and district program coordinator in North Texas. Tina has a bachelor’s degree in international studies with a focus on Latin American economies from Texas A&M and a master’s in education with reading specialist certification from Texas Wesleyan University.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"In “Teaching Math to English Learners,” Adrian Mendoza and Tina Beene write that linguistic supports are especially important in math class.","status":"publish","parent":0,"modified":1713834875,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":919},"headData":{"title":"How to Structure Academic Math Conversations to Support English Learners | KQED","description":"Linguistic supports are especially important in math class, so that speed doesn't prevent varied ideas from being shared.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Linguistic supports are especially important in math class, so that speed doesn't prevent varied ideas from being shared.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Structure Academic Math Conversations to Support English Learners","datePublished":"2022-12-01T10:00:59.000Z","dateModified":"2024-04-23T01:14:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60104/how-to-structure-academic-math-conversations-to-support-english-learners","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Math-to-English-Learners-100040.htm?categoryId=-1\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Teaching Math to English Learners\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Adrian Mendoza with Tina Beene. Published by Seidlitz Education, 2022.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Embracing academic conversations in the math classroom becomes routine when teachers intentionally prepare content-based linguistic supports to guide and scaffold language. These opportunities for language are important because verbalizing thinking helps students with sense- making, analysis, and reasoning. When students process and engage in sharing, they gain problem-solving perspectives and address misconceptions or incompleteness in their ideas more than if they worked independently (Webb et al., 2014).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60172 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachingmathtoenglishlearners.jpeg\" alt=\"Teaching Math to English Learners book cover\" width=\"229\" height=\"330\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/teachingmathtoenglishlearners.jpeg 229w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/teachingmathtoenglishlearners-160x231.jpeg 160w\" sizes=\"(max-width: 229px) 100vw, 229px\">Structured conversations in a math classroom are especially crucial when teaching English learners (ELs) or students who may feel frustrated or anxious when classmates’ responses to questions bypass the problem-solving process and skip to the solution. When the EL has a different, viable perspective, they might struggle to communicate. There is still a misconception that the first to respond is smarter than the rest, leaving slower students with a feeling of failure or a self-perception that math is not for them. On the contrary, some of the best responses come from students who think carefully about the process they used to formulate an answer, but students must be reminded of this. In fact, some of the best mathematicians are slow thinkers (Boaler, 2015).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When providing structured conversations in math classrooms, equity also comes into play. We ensure that every student can engage in learning experiences as we provide them with academic, cognitive, linguistic, and affective support. Academic conversations are an essential component, as they directly affect reading and writing. The more structured opportunities students have to talk and process mathematical ideas, the better readers and writers they will become.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a former instructional coach in a school district, one of my goals was to identify what I call “ghost students,” or students who almost never give answers even though teachers want them to speak. These students often go from class to class and never practice academic English, much less the language of mathematics. Once I knew who these “ghost students” were, I intentionally created support systems to ensure 100 percent participation. This support provided all students with language learning opportunities during math lessons and held them accountable. Some strategies that assist with total participation include the use of sentence stems, word banks, visuals, total response signals, and student randomization and rotation.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60105\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60105\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/ProficiencyAccommodationsChart-scaled-e1667775311677.jpg\" alt=\"\" width=\"1920\" height=\"854\">\u003cfigcaption class=\"wp-caption-text\">Table describing how to modify instruction for different levels of English fluency. \u003ccite>(Courtesy of Seidlitz Education.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Conversations in Math\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversations in Math is a routine designed to provide opportunities for students to share their mathematical ideas, much like \u003c/span>\u003ca href=\"https://www.heinemann.com/products/e13748.aspx\">\u003cspan style=\"font-weight: 400\">Parrish’s Number Talks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (2014). The difference is that the structure has a language focus, and students gain access to language by discussing their strategies for solving a problem and explaining the reasoning behind their work.\u003c/span>\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>\u003cspan style=\"font-weight: 400\">Conversations in Math can be applied using the \u003c/span>\u003ca href=\"https://seidlitzblog.org/2019/03/27/qsssa-more-than-turn-talk/\">\u003cspan style=\"font-weight: 400\">QSSSA strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Seidlitz & Perryman, 2021) to help students generate strategic approaches to problem-solving. This strategy helps students use new academic language during conversation. The teacher asks the essential question that will be addressed in the conversation. Students show a signal when they are ready to respond and are given a sentence stem to use for their response. After sharing with a partner, students are chosen randomly to share with their own group.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Question: \u003c/b>\u003cspan style=\"font-weight: 400\">Present class with a problem. Ask the class a question seeking ideas about solving the math problem. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: “What is one way to find the product of 48 x 25?”\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Signal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Provide thinking time while students work on the math problem. Ask students to give you a response signal when they are ready to answer the question. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Thumbs up on your chest when you have a response.\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Stem: \u003c/b>\u003cspan style=\"font-weight: 400\">Provide sentence stems to get the students ready to share their ideas. “\u003c/span>In my head, I saw…” “My first step was…” “I noticed” “One way to solve the problem is…” \u003ci>Example: One way to find the product of 48 x 25 is …\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Share: \u003c/b>\u003cspan style=\"font-weight: 400\">Have students share their responses with other students in pairs, triads, or groups. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Have students share with their elbow partner.\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Assess: \u003c/b>\u003cspan style=\"font-weight: 400\">Determine the quality of student discussions and the level of understanding by randomly selecting students to share aloud or by having all students write their responses. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Randomize to call on four students and hear their ideas.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">An anchor chart, using three or four student ideas per class period with their names, is encouraged. Record the ideas to create a visual for the class.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60106\" class=\"wp-caption alignnone\" style=\"max-width: 2354px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60106\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/48x25chart.jpg\" alt=\"\" width=\"2354\" height=\"1864\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart.jpg 2354w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-800x633.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1020x808.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-160x127.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-768x608.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1536x1216.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-2048x1622.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1920x1520.jpg 1920w\" sizes=\"(max-width: 2354px) 100vw, 2354px\">\u003cfigcaption class=\"wp-caption-text\">Example of an anchor chart for a math problem. \u003ccite>(Courtesy of Seidlitz Education.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/adrianmendozaed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60181\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Adrian-Mendoza-800x824.jpg\" alt=\"Adrian Mendoza\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-800x824.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1020x1051.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-768x791.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1491x1536.jpg 1491w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1988x2048.jpg 1988w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1920x1978.jpg 1920w\" sizes=\"(max-width: 150px) 100vw, 150px\">Adrian Mendoza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a consultant with Seidlitz Education, providing professional development to educators in the areas of bilingual education, math and student engagement. Adrian previously worked as an instructional math coach in San Marcos CISD and has a master’s degree in educational leadership from Texas State University.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60176\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tina-Beene-800x824.jpg\" alt=\"Tina Beene\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-800x824.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1020x1051.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-768x791.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1491x1536.jpg 1491w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1988x2048.jpg 1988w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1920x1978.jpg 1920w\" sizes=\"(max-width: 150px) 100vw, 150px\">Tina Beene is a consultant with Seidlitz Education. She is the author of \u003c/span>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Social-Studies-to-ELLs-900001.htm\">\u003cspan style=\"font-weight: 400\">Teaching Social Studies to ELLs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and co-author of \u003c/span>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Science-to-ELs-900015.htm\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Teaching Science to English Learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with Stephen Fleenor. Before joining the Seidlitz team, she was a bilingual teacher, campus instructional coach and district program coordinator in North Texas. Tina has a bachelor’s degree in international studies with a focus on Latin American economies from Texas A&M and a master’s in education with reading specialist certification from Texas Wesleyan University.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60104/how-to-structure-academic-math-conversations-to-support-english-learners","authors":["4354"],"categories":["mindshift_21491","mindshift_193"],"tags":["mindshift_722","mindshift_20851","mindshift_392","mindshift_20975"],"featImg":"mindshift_60242","label":"mindshift"},"mindshift_59717":{"type":"posts","id":"mindshift_59717","meta":{"index":"posts_1591205157","site":"mindshift","id":"59717","score":null,"sort":[1660887961000]},"guestAuthors":[],"slug":"it-took-20-years-for-this-author-to-reunite-with-the-teacher-who-changed-his-life","title":"It took 20 years for this author to reunite with the teacher who changed his life","publishDate":1660887961,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Talk about a storybook ending.\u003c/p>\n\u003cp>Author Jamil Jan Kochai searched for more than a decade for Susan Lung — the second-grade teacher who had changed his life over 20 years earlier. And on Saturday night, in one of those \"life is better than fiction\" twists, the two were finally reunited at one of his book-reading events.\u003c/p>\n\u003cp>\"I pretty much learned how to read and write in English because of her, and if it wasn't for Mrs. Lung, I don't know what would have happened to me,\" Kochai, who still finds it difficult to call his former teacher by her first name, told NPR.\u003c/p>\n\u003cp>\"I feel like everything that I've done up to this point — all the success that I've had, the fact that I'm a novelist today — it all started with Mrs. Lung all the way back in 1999, when I was 7 years old,\" he added.\u003c/p>\n\u003cp>Kochai is the author of \u003cem>99 Nights in Logar\u003c/em>, a finalist for the Pen/Hemingway Award for Debut Novel. He is currently promoting his second book, \u003cem>The Haunting of Hajji Hotak and Other Stories. \u003c/em>His work has been published and praised in many of the nation's most esteemed publications. But for much of his early life, he could hardly speak English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The writer was born in a refugee camp for Afghans in Peshawar, Pakistan, and his family moved to California when he was just a year old. At home, they spoke mostly Pashto and some Farsi, so by the time he reached first grade, Kochai said, he was at a total loss.\u003c/p>\n\u003cp>As a result, he said, \"I associated school and learning with punishment and with exclusion.\"\u003c/p>\n\u003cp>He fell further behind during the summer of 1999, when the family spent several months in Afghanistan.\u003c/p>\n\u003cp>\"I fell in love with my parents' home village in Logar, but pretty much everything that I learned in first grade, I ended up forgetting by the time the summer was over,\" Kochai explained.\u003c/p>\n\u003cfigure id=\"attachment_59719\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg class=\"wp-image-59719 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg\" alt=\"Photo of author Jamil Jan Kochai as a second grader. \" width=\"720\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg 720w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78-160x120.jpg 160w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Author Jamil Jan Kochai in a photo for a class assignment he made in teacher Susan Lung's class in 1999. (Jamil Jan Kochai)\u003c/figcaption>\u003c/figure>\n\u003ch2>The magic of Mrs. Lung — and all the devoted teachers out there\u003c/h2>\n\u003cp>Then came Mrs. Lung, who quickly realized that Kochai was deeply struggling at Alyce Norman Elementary School, both academically and socially.\u003c/p>\n\u003cp>\"I could see he was sharp as a tack, but it was hard for him,\" Lung told NPR.\u003c/p>\n\u003cp>\"Not only did he have to deal with forgetting all the English that he knew, but he had to deal with the kids who couldn't understand him.\"\u003c/p>\n\u003cp>The two got to work, meeting for one-on-one lessons nearly every day after school. By the end of the school year, Kochai said, he was winning reading-comprehension competitions.\u003c/p>\n\u003cp>Thinking back on the experience, Lung said it's not an especially unique situation.\u003c/p>\n\u003cp>\"There are many thousands of teachers doing the same thing all over, and they're doing it for the love of it. Not for any kind of kudos but because we have a passion for it,\" she said.\u003c/p>\n\u003cp>Lung added: \"It's just incredible to see their literacy grow by leaps and bounds. To see when they're able to communicate with their little friends, which I think is a big part of learning English or any other language.\"\u003c/p>\n\u003ch2>The problem with not being on a first-name basis with your elementary school teachers\u003c/h2>\n\u003cp>Lung and Kochai lost touch at the end of their year together. Kochai's father got a job in another city and the boy moved on, albeit with a voracious new love of reading and writing. By the time he reached high school, Kochai's parents encouraged him to find his former teacher to thank her. But despite his efforts, he failed to track her down.\u003c/p>\n\u003cp>\"Part of it was that I didn't know her first name. She was always just Mrs. Lung to me, so when I called places to ask about her, they couldn't find any records of her,\" he said, laughing.\u003c/p>\n\u003cp>But Kochai kept trying through college and afterward. Still, he came up empty.\u003c/p>\n\u003cp>Then, while promoting his first novel, he wrote an essay for Literary Hub magazine touching on the transformative impact that Lung had on his life. Lung's neurosurgeon happened to read it, and during her next visit, the physician asked the now-retired educator, \"Did you ever teach at Alyce Norman Elementary School?\"\u003c/p>\n\u003cp>It was Lung's husband who ultimately found Kochai. \"He found me on Facebook and reached out to me out of the blue,\" Kochai said.\u003c/p>\n\u003cp>They made plans for a phone call that same night.\u003c/p>\n\u003cp>\"I finally got the chance after all these years to express to her how much I still thought of her and how much she meant to me,\" Kochai said, adding that he also managed to get both of his parents on the call. \"She was just the same Mrs. Lung. Just as sweet and kind and warm as ever. And we were all tearing up. It was a really emotional, lovely night,\" he said.\u003c/p>\n\u003cp>It was the height of the coronavirus pandemic, and they promised to meet in person as soon as things returned to normal. But as life does, Kochai said, one thing after another seemed to get in the way, and the reunion never materialized.\u003c/p>\n\u003ch2>Reunited and it feels so good\u003c/h2>\n\u003cp>\"Again, it was my husband who had the idea, to go to the reading on Saturday,\" Lung said.\u003c/p>\n\u003cp>Lung's husband had seen a Facebook post about Kochai's new book and suggested they make the drive to a reading in Davis, California.\u003c/p>\n\u003cp>\"I had no idea they were going to be there,\" Kochai said, sounding absolutely delighted.\u003c/p>\n\u003cp>\"I don't know how I didn't see her before, but Mrs. Lung was sitting in the front row. I mean, it had been 20 to 22 years since the last time I'd seen her,\" he reasoned.\u003c/p>\n\u003cp>They hugged and he gushed, and she asked him to sign her copy of his first novel.\u003c/p>\n\u003cp>\"And I got to leave a little note for her explaining how much she meant to me. And it was a really lovely evening,\" Kochai added.\u003c/p>\n\u003cp>They exchanged numbers again, and now they've made a new plan. \"We're going to have a big family dinner next week!\" Kochai said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In the meantime, Lung has some homework: \"I am part of the way through his first book and I just got his second book at the reading, so I'll be reading that when I'm finished.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=It+took+20+years+for+this+author+to+reunite+with+the+teacher+who+changed+his+life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The writer searched for more than a decade for Susan Lung, who taught him to read and write English when he was a 7-year-old in 1999. On Saturday, she surprised him at one of his book readings.","status":"publish","parent":0,"modified":1660887961,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1125},"headData":{"title":"It took 20 years for this author to reunite with the teacher who changed his life - MindShift","description":"The writer searched for more than a decade for Susan Lung, who taught him to read and write English when he was a 7-year-old in 1999. On Saturday, she surprised him at one of his book readings.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"It took 20 years for this author to reunite with the teacher who changed his life","datePublished":"2022-08-19T05:46:01.000Z","dateModified":"2022-08-19T05:46:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59717 https://ww2.kqed.org/mindshift/?p=59717","disqusUrl":"https://ww2.kqed.org/mindshift/2022/08/18/it-took-20-years-for-this-author-to-reunite-with-the-teacher-who-changed-his-life/","disqusTitle":"It took 20 years for this author to reunite with the teacher who changed his life","nprByline":"Vanessa Romo","nprImageAgency":"Jamil Jan Kochai","nprStoryId":"1117808852","nprApiLink":"http://api.npr.org/query?id=1117808852&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/08/17/1117808852/after-20-years-author-jamil-jan-kochai-reunites-with-teacher-susan-lung?ft=nprml&f=1117808852","nprRetrievedStory":"1","nprPubDate":"Wed, 17 Aug 2022 18:55:00 -0400","nprStoryDate":"Wed, 17 Aug 2022 06:16:00 -0400","nprLastModifiedDate":"Wed, 17 Aug 2022 18:55:22 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59717/it-took-20-years-for-this-author-to-reunite-with-the-teacher-who-changed-his-life","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Talk about a storybook ending.\u003c/p>\n\u003cp>Author Jamil Jan Kochai searched for more than a decade for Susan Lung — the second-grade teacher who had changed his life over 20 years earlier. And on Saturday night, in one of those \"life is better than fiction\" twists, the two were finally reunited at one of his book-reading events.\u003c/p>\n\u003cp>\"I pretty much learned how to read and write in English because of her, and if it wasn't for Mrs. Lung, I don't know what would have happened to me,\" Kochai, who still finds it difficult to call his former teacher by her first name, told NPR.\u003c/p>\n\u003cp>\"I feel like everything that I've done up to this point — all the success that I've had, the fact that I'm a novelist today — it all started with Mrs. Lung all the way back in 1999, when I was 7 years old,\" he added.\u003c/p>\n\u003cp>Kochai is the author of \u003cem>99 Nights in Logar\u003c/em>, a finalist for the Pen/Hemingway Award for Debut Novel. He is currently promoting his second book, \u003cem>The Haunting of Hajji Hotak and Other Stories. \u003c/em>His work has been published and praised in many of the nation's most esteemed publications. But for much of his early life, he could hardly speak English.\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>The writer was born in a refugee camp for Afghans in Peshawar, Pakistan, and his family moved to California when he was just a year old. At home, they spoke mostly Pashto and some Farsi, so by the time he reached first grade, Kochai said, he was at a total loss.\u003c/p>\n\u003cp>As a result, he said, \"I associated school and learning with punishment and with exclusion.\"\u003c/p>\n\u003cp>He fell further behind during the summer of 1999, when the family spent several months in Afghanistan.\u003c/p>\n\u003cp>\"I fell in love with my parents' home village in Logar, but pretty much everything that I learned in first grade, I ended up forgetting by the time the summer was over,\" Kochai explained.\u003c/p>\n\u003cfigure id=\"attachment_59719\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg class=\"wp-image-59719 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg\" alt=\"Photo of author Jamil Jan Kochai as a second grader. \" width=\"720\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg 720w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78-160x120.jpg 160w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Author Jamil Jan Kochai in a photo for a class assignment he made in teacher Susan Lung's class in 1999. (Jamil Jan Kochai)\u003c/figcaption>\u003c/figure>\n\u003ch2>The magic of Mrs. Lung — and all the devoted teachers out there\u003c/h2>\n\u003cp>Then came Mrs. Lung, who quickly realized that Kochai was deeply struggling at Alyce Norman Elementary School, both academically and socially.\u003c/p>\n\u003cp>\"I could see he was sharp as a tack, but it was hard for him,\" Lung told NPR.\u003c/p>\n\u003cp>\"Not only did he have to deal with forgetting all the English that he knew, but he had to deal with the kids who couldn't understand him.\"\u003c/p>\n\u003cp>The two got to work, meeting for one-on-one lessons nearly every day after school. By the end of the school year, Kochai said, he was winning reading-comprehension competitions.\u003c/p>\n\u003cp>Thinking back on the experience, Lung said it's not an especially unique situation.\u003c/p>\n\u003cp>\"There are many thousands of teachers doing the same thing all over, and they're doing it for the love of it. Not for any kind of kudos but because we have a passion for it,\" she said.\u003c/p>\n\u003cp>Lung added: \"It's just incredible to see their literacy grow by leaps and bounds. To see when they're able to communicate with their little friends, which I think is a big part of learning English or any other language.\"\u003c/p>\n\u003ch2>The problem with not being on a first-name basis with your elementary school teachers\u003c/h2>\n\u003cp>Lung and Kochai lost touch at the end of their year together. Kochai's father got a job in another city and the boy moved on, albeit with a voracious new love of reading and writing. By the time he reached high school, Kochai's parents encouraged him to find his former teacher to thank her. But despite his efforts, he failed to track her down.\u003c/p>\n\u003cp>\"Part of it was that I didn't know her first name. She was always just Mrs. Lung to me, so when I called places to ask about her, they couldn't find any records of her,\" he said, laughing.\u003c/p>\n\u003cp>But Kochai kept trying through college and afterward. Still, he came up empty.\u003c/p>\n\u003cp>Then, while promoting his first novel, he wrote an essay for Literary Hub magazine touching on the transformative impact that Lung had on his life. Lung's neurosurgeon happened to read it, and during her next visit, the physician asked the now-retired educator, \"Did you ever teach at Alyce Norman Elementary School?\"\u003c/p>\n\u003cp>It was Lung's husband who ultimately found Kochai. \"He found me on Facebook and reached out to me out of the blue,\" Kochai said.\u003c/p>\n\u003cp>They made plans for a phone call that same night.\u003c/p>\n\u003cp>\"I finally got the chance after all these years to express to her how much I still thought of her and how much she meant to me,\" Kochai said, adding that he also managed to get both of his parents on the call. \"She was just the same Mrs. Lung. Just as sweet and kind and warm as ever. And we were all tearing up. It was a really emotional, lovely night,\" he said.\u003c/p>\n\u003cp>It was the height of the coronavirus pandemic, and they promised to meet in person as soon as things returned to normal. But as life does, Kochai said, one thing after another seemed to get in the way, and the reunion never materialized.\u003c/p>\n\u003ch2>Reunited and it feels so good\u003c/h2>\n\u003cp>\"Again, it was my husband who had the idea, to go to the reading on Saturday,\" Lung said.\u003c/p>\n\u003cp>Lung's husband had seen a Facebook post about Kochai's new book and suggested they make the drive to a reading in Davis, California.\u003c/p>\n\u003cp>\"I had no idea they were going to be there,\" Kochai said, sounding absolutely delighted.\u003c/p>\n\u003cp>\"I don't know how I didn't see her before, but Mrs. Lung was sitting in the front row. I mean, it had been 20 to 22 years since the last time I'd seen her,\" he reasoned.\u003c/p>\n\u003cp>They hugged and he gushed, and she asked him to sign her copy of his first novel.\u003c/p>\n\u003cp>\"And I got to leave a little note for her explaining how much she meant to me. And it was a really lovely evening,\" Kochai added.\u003c/p>\n\u003cp>They exchanged numbers again, and now they've made a new plan. \"We're going to have a big family dinner next week!\" Kochai said.\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>In the meantime, Lung has some homework: \"I am part of the way through his first book and I just got his second book at the reading, so I'll be reading that when I'm finished.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=It+took+20+years+for+this+author+to+reunite+with+the+teacher+who+changed+his+life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59717/it-took-20-years-for-this-author-to-reunite-with-the-teacher-who-changed-his-life","authors":["byline_mindshift_59717"],"categories":["mindshift_20827"],"tags":["mindshift_20851","mindshift_397","mindshift_851"],"featImg":"mindshift_59718","label":"mindshift"},"mindshift_57787":{"type":"posts","id":"mindshift_57787","meta":{"index":"posts_1591205157","site":"mindshift","id":"57787","score":null,"sort":[1628664054000]},"guestAuthors":[],"slug":"tools-that-help-english-language-learners-online-and-in-person","title":"Tools That Help English Language Learners Online and In Person","publishDate":1628664054,"format":"standard","headTitle":"Tools That Help English Language Learners Online and In Person | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">Heather Bradley is an ESOL (English for Speakers of Other Languages) teacher in Silver Spring, Maryland, where she teaches adult ESOL students. When the English proficiency assessment her program uses moved online several years ago, many of its corresponding course materials also went virtual, making her program’s transition to distance learning less difficult materials-wise. Yet towards the end of their first semester of virtual learning, Bradley began encouraging her students to write their notes on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The action of writing down new words by hand from the reading, rather than copy-pasting from devices, allowed her students to more thoughtfully consider each term. She found that her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, it also seemed to lessen the technology fatigue of her students overall. She pointed to the mental load posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400;\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,” Bradley said. “I feel like their stress factor lowers. And when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During periods of note taking, Bradley would turn off her screen share so that her Zoom screen would only include the video feeds of her students and herself. To her, this replicated the classroom feeling of being surrounded by peers working. When her students discussed what they wrote as a group after these quiet, collective periods, she said they were more engaged. With their notes on paper, students were only looking at their screens to look at each other. They didn’t toggle between their notes on screen and the class Zoom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For guided and independent reading notes alike, her students utilize the \u003c/span>\u003ca href=\"https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/\">\u003cspan style=\"font-weight: 400;\">Cornell Note Taking System\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which Bradley modeled for them. One student proposed adding a section for new words, and as a class, they determined where that section would fall on the page.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://youtu.be/nX-xshA_0m8\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I have seen much improved reading skills, more applied reading skills, going back and rereading text, identifying those words that they don’t know,” Bradley said. “That dynamic of writing it down, thinking about it, having the opportunity to think about it very clearly and easily together in this session without having to navigate to multiple other tabs – yeah, it’s been really good.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bradley appreciated the ability to introduce her students to new types of technology or improve their technological skills, she also wanted to be cognizant of the potentially overwhelming effect of near-ceaseless technology on her students with less technological backgrounds. The comfort and cultural familiarity of paper for newcomers also played a role in her decision to encourage paper notes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It is a way for them if they are just learning that technology to feel competent and to feel good before transitioning to a computer, or just as an alternative way of showing what they know that’s more appropriate for them as learners,” Bradley said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Applying culturally competent techniques when teaching virtually is a priority for Efraín Tovar, an English Language Development (ELD) teacher in Selma, California. Tovar works specifically with newcomers — at his school, that’s students who have spent three years or less in the United States. His students predominantly speak Spanish, Punjabi or Arabic as their first language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual learning, Tovar taught his students how to enable closed captioning on Google Meet, as well as how to \u003c/span>\u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?lang=en\">\u003cspan style=\"font-weight: 400;\">translate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> those captions into a student’s primary language, with Google Meet providing instantaneous translation in more than 100 languages. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Translate closed captions in a Google Meet! Empower your \u003ca href=\"https://twitter.com/hashtag/newcomers?src=hash&ref_src=twsrc%5Etfw\">#newcomers\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ells?src=hash&ref_src=twsrc%5Etfw\">#ells\u003c/a>. \u003ca href=\"https://twitter.com/hashtag/CAellchat?src=hash&ref_src=twsrc%5Etfw\">#CAellchat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ELLchat?src=hash&ref_src=twsrc%5Etfw\">#ELLchat\u003c/a> .\u003ca href=\"https://twitter.com/CalTog?ref_src=twsrc%5Etfw\">@CalTog\u003c/a> ..\u003ca href=\"https://twitter.com/cueinc?ref_src=twsrc%5Etfw\">@cueinc\u003c/a> \u003ca href=\"https://twitter.com/WeAreCTA?ref_src=twsrc%5Etfw\">@WeAreCTA\u003c/a> .\u003ca href=\"https://twitter.com/CALSAfamilia?ref_src=twsrc%5Etfw\">@CALSAfamilia\u003c/a> \u003ca href=\"https://twitter.com/hashtag/WeAreCUE?src=hash&ref_src=twsrc%5Etfw\">#WeAreCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/SomosCUE?src=hash&ref_src=twsrc%5Etfw\">#SomosCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/GoogleEI?src=hash&ref_src=twsrc%5Etfw\">#GoogleEI\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MEX16?src=hash&ref_src=twsrc%5Etfw\">#MEX16\u003c/a> .\u003ca href=\"https://twitter.com/GoogleForEdu?ref_src=twsrc%5Etfw\">@GoogleForEdu\u003c/a> \u003ca href=\"https://t.co/kBNg1Aw1gT\">pic.twitter.com/kBNg1Aw1gT\u003c/a>\u003c/p>\n\u003cp>— Efraín Tovar, M.A.Ed (@efraintovarjr) \u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?ref_src=twsrc%5Etfw\">August 15, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Closed captions in itself helps all students, regardless if they’re English language learners or not, because some students are visual learners,” said Tovar. “It’s definitely an accessibility feature that everyone can benefit from.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar instructs the teachers at his school to decrease their rates of speech and use standard or academic English. These techniques improve the accuracy of the captioning and its translation. He teaches the students he works with how to turn on the service: as a user-based, rather than teacher-based, function, students need to enable it on their own. This, Tovar said, encourages students to take agency in their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This agency also comes into play with \u003c/span>\u003ca href=\"https://www.onenote.com/learningtools\">\u003cspan style=\"font-weight: 400;\">Immersive Reader\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a tool on Microsoft devices with similar browser extensions. It offers the ability to read entire articles out loud, to translate them to multiple languages and to hear each language read with natural inflections. Students can select individual words and find their definitions, translations and parts of speech. They can also hear words read aloud to learn their pronunciations, and attempt to pronounce the words on their own to receive feedback on accuracy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While some students learning English might be reticent to ask how to pronounce or read a word in a classroom setting, the discreteness and privacy of this extension allows them to practice the word on their own and grants them the security of knowing the word before reading it aloud in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That has empowered students to take ownership of their own learning as they become better readers,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Pronunciation also comes into play with the self-publishing ebook program Tovar’s students use, \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400;\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They create ebooks in both their native language and English. While he began using this program prior to March 2020, he believes that the creativity required by the project was crucial for engaging students during virtual education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s an effective way that I have seen this year to get kids to become creators of content rather than just consumers of ELD worksheets, or worksheets in general,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students describe topics ranging from a provided picture to their personal career goals. A sample book might include a line in a primary tongue, followed by the same line in English, with audio narration accompaniment in both languages. Students who are unable to write in their native tongues can use a speech-to-text function. The project allows students to continue practicing their native language, important for validating students’ histories, cultures and home languages development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Language is tied to identity,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar’s school, Abraham Lincoln Middle, began using the translation tool within \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400;\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during the COVID-19 pandemic. With this, all parents are able to reach out to their children’s teachers via cell — in their primary languages. Parent Square translates this message to English for teachers, whose responses are then translated to the parent’s predominant language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A Pew Research \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/08/20/smartphones-help-blacks-hispanics-bridge-some-but-not-all-digital-gaps-with-whites/\">\u003cspan style=\"font-weight: 400;\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from 2019 found that Latinx and Black adults in the U.S. are more likely to have smartphones than traditional computers or broadband internet at home than white adults. By allowing parents to utilize tools that they have, schools can ensure that language and digital divides don’t prohibit parents from taking active roles in their children’s education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parent Square’s translate-texting function not only enables a cross-language two-way conversation, it might be more accessible for parents who are essential workers. When students don’t log in to virtual classes, Parent Square allows teachers to quickly text parents to notify them of an absence. This way, whether or not they’re at home, parents are able to hold their children accountable for showing up to online classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I hope we don’t go back. I hope the way we teach is different moving forward,” Tovar said. “Every single teacher, I would say, in the United States has beefed up their tech tools. And I think they realized that teachers can be creative as well, that technology is not a scary thing and that they can actually incorporate technology into their teaching.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers are making language more accessible by slowing down speaking rates in order to accurately caption and translate speech using Google Meet, along with several other strategies. ","status":"publish","parent":0,"modified":1713642424,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1463},"headData":{"title":"Tools That Help English Language Learners Online and In Person | KQED","description":"Teachers are making language more accessible by slowing down speaking rates in order to accurately caption and translate speech using Google Meet, along with several other strategies. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tools That Help English Language Learners Online and In Person","datePublished":"2021-08-11T06:40:54.000Z","dateModified":"2024-04-20T19:47:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/57787/tools-that-help-english-language-learners-online-and-in-person","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Heather Bradley is an ESOL (English for Speakers of Other Languages) teacher in Silver Spring, Maryland, where she teaches adult ESOL students. When the English proficiency assessment her program uses moved online several years ago, many of its corresponding course materials also went virtual, making her program’s transition to distance learning less difficult materials-wise. Yet towards the end of their first semester of virtual learning, Bradley began encouraging her students to write their notes on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The action of writing down new words by hand from the reading, rather than copy-pasting from devices, allowed her students to more thoughtfully consider each term. She found that her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, it also seemed to lessen the technology fatigue of her students overall. She pointed to the mental load posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400;\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,” Bradley said. “I feel like their stress factor lowers. And when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During periods of note taking, Bradley would turn off her screen share so that her Zoom screen would only include the video feeds of her students and herself. To her, this replicated the classroom feeling of being surrounded by peers working. When her students discussed what they wrote as a group after these quiet, collective periods, she said they were more engaged. With their notes on paper, students were only looking at their screens to look at each other. They didn’t toggle between their notes on screen and the class Zoom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For guided and independent reading notes alike, her students utilize the \u003c/span>\u003ca href=\"https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/\">\u003cspan style=\"font-weight: 400;\">Cornell Note Taking System\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which Bradley modeled for them. One student proposed adding a section for new words, and as a class, they determined where that section would fall on the page.\u003c/span>\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>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/nX-xshA_0m8'\n title='//www.youtube.com/embed/nX-xshA_0m8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">“I have seen much improved reading skills, more applied reading skills, going back and rereading text, identifying those words that they don’t know,” Bradley said. “That dynamic of writing it down, thinking about it, having the opportunity to think about it very clearly and easily together in this session without having to navigate to multiple other tabs – yeah, it’s been really good.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bradley appreciated the ability to introduce her students to new types of technology or improve their technological skills, she also wanted to be cognizant of the potentially overwhelming effect of near-ceaseless technology on her students with less technological backgrounds. The comfort and cultural familiarity of paper for newcomers also played a role in her decision to encourage paper notes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It is a way for them if they are just learning that technology to feel competent and to feel good before transitioning to a computer, or just as an alternative way of showing what they know that’s more appropriate for them as learners,” Bradley said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Applying culturally competent techniques when teaching virtually is a priority for Efraín Tovar, an English Language Development (ELD) teacher in Selma, California. Tovar works specifically with newcomers — at his school, that’s students who have spent three years or less in the United States. His students predominantly speak Spanish, Punjabi or Arabic as their first language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual learning, Tovar taught his students how to enable closed captioning on Google Meet, as well as how to \u003c/span>\u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?lang=en\">\u003cspan style=\"font-weight: 400;\">translate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> those captions into a student’s primary language, with Google Meet providing instantaneous translation in more than 100 languages. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Translate closed captions in a Google Meet! Empower your \u003ca href=\"https://twitter.com/hashtag/newcomers?src=hash&ref_src=twsrc%5Etfw\">#newcomers\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ells?src=hash&ref_src=twsrc%5Etfw\">#ells\u003c/a>. \u003ca href=\"https://twitter.com/hashtag/CAellchat?src=hash&ref_src=twsrc%5Etfw\">#CAellchat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ELLchat?src=hash&ref_src=twsrc%5Etfw\">#ELLchat\u003c/a> .\u003ca href=\"https://twitter.com/CalTog?ref_src=twsrc%5Etfw\">@CalTog\u003c/a> ..\u003ca href=\"https://twitter.com/cueinc?ref_src=twsrc%5Etfw\">@cueinc\u003c/a> \u003ca href=\"https://twitter.com/WeAreCTA?ref_src=twsrc%5Etfw\">@WeAreCTA\u003c/a> .\u003ca href=\"https://twitter.com/CALSAfamilia?ref_src=twsrc%5Etfw\">@CALSAfamilia\u003c/a> \u003ca href=\"https://twitter.com/hashtag/WeAreCUE?src=hash&ref_src=twsrc%5Etfw\">#WeAreCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/SomosCUE?src=hash&ref_src=twsrc%5Etfw\">#SomosCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/GoogleEI?src=hash&ref_src=twsrc%5Etfw\">#GoogleEI\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MEX16?src=hash&ref_src=twsrc%5Etfw\">#MEX16\u003c/a> .\u003ca href=\"https://twitter.com/GoogleForEdu?ref_src=twsrc%5Etfw\">@GoogleForEdu\u003c/a> \u003ca href=\"https://t.co/kBNg1Aw1gT\">pic.twitter.com/kBNg1Aw1gT\u003c/a>\u003c/p>\n\u003cp>— Efraín Tovar, M.A.Ed (@efraintovarjr) \u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?ref_src=twsrc%5Etfw\">August 15, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Closed captions in itself helps all students, regardless if they’re English language learners or not, because some students are visual learners,” said Tovar. “It’s definitely an accessibility feature that everyone can benefit from.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar instructs the teachers at his school to decrease their rates of speech and use standard or academic English. These techniques improve the accuracy of the captioning and its translation. He teaches the students he works with how to turn on the service: as a user-based, rather than teacher-based, function, students need to enable it on their own. This, Tovar said, encourages students to take agency in their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This agency also comes into play with \u003c/span>\u003ca href=\"https://www.onenote.com/learningtools\">\u003cspan style=\"font-weight: 400;\">Immersive Reader\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a tool on Microsoft devices with similar browser extensions. It offers the ability to read entire articles out loud, to translate them to multiple languages and to hear each language read with natural inflections. Students can select individual words and find their definitions, translations and parts of speech. They can also hear words read aloud to learn their pronunciations, and attempt to pronounce the words on their own to receive feedback on accuracy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While some students learning English might be reticent to ask how to pronounce or read a word in a classroom setting, the discreteness and privacy of this extension allows them to practice the word on their own and grants them the security of knowing the word before reading it aloud in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That has empowered students to take ownership of their own learning as they become better readers,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Pronunciation also comes into play with the self-publishing ebook program Tovar’s students use, \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400;\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They create ebooks in both their native language and English. While he began using this program prior to March 2020, he believes that the creativity required by the project was crucial for engaging students during virtual education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s an effective way that I have seen this year to get kids to become creators of content rather than just consumers of ELD worksheets, or worksheets in general,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students describe topics ranging from a provided picture to their personal career goals. A sample book might include a line in a primary tongue, followed by the same line in English, with audio narration accompaniment in both languages. Students who are unable to write in their native tongues can use a speech-to-text function. The project allows students to continue practicing their native language, important for validating students’ histories, cultures and home languages development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Language is tied to identity,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar’s school, Abraham Lincoln Middle, began using the translation tool within \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400;\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during the COVID-19 pandemic. With this, all parents are able to reach out to their children’s teachers via cell — in their primary languages. Parent Square translates this message to English for teachers, whose responses are then translated to the parent’s predominant language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A Pew Research \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/08/20/smartphones-help-blacks-hispanics-bridge-some-but-not-all-digital-gaps-with-whites/\">\u003cspan style=\"font-weight: 400;\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from 2019 found that Latinx and Black adults in the U.S. are more likely to have smartphones than traditional computers or broadband internet at home than white adults. By allowing parents to utilize tools that they have, schools can ensure that language and digital divides don’t prohibit parents from taking active roles in their children’s education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parent Square’s translate-texting function not only enables a cross-language two-way conversation, it might be more accessible for parents who are essential workers. When students don’t log in to virtual classes, Parent Square allows teachers to quickly text parents to notify them of an absence. This way, whether or not they’re at home, parents are able to hold their children accountable for showing up to online classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I hope we don’t go back. I hope the way we teach is different moving forward,” Tovar said. “Every single teacher, I would say, in the United States has beefed up their tech tools. And I think they realized that teachers can be creative as well, that technology is not a scary thing and that they can actually incorporate technology into their teaching.”\u003c/span>\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>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57787/tools-that-help-english-language-learners-online-and-in-person","authors":["11603"],"categories":["mindshift_195"],"tags":["mindshift_388","mindshift_21343","mindshift_358","mindshift_962","mindshift_20851","mindshift_397","mindshift_21347","mindshift_21906"],"featImg":"mindshift_58269","label":"mindshift"},"mindshift_57775":{"type":"posts","id":"mindshift_57775","meta":{"index":"posts_1591205157","site":"mindshift","id":"57775","score":null,"sort":[1619456359000]},"guestAuthors":[],"slug":"tower-of-babble-nonnative-speakers-navigate-the-world-of-good-and-bad-english","title":"Tower Of Babble: Nonnative Speakers Navigate The World Of 'Good' And 'Bad' English","publishDate":1619456359,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Picture this: A group of nonnative English speakers is in a room. There are people from Germany, Singapore, South Korea, Nigeria and France. They're having a great time speaking to each other in English, and communication is smooth.\u003c/p>\n\u003cp>And then an American walks into the room. The American speaks quickly, using esoteric jargon (\"let's take a holistic approach\") and sports idioms (\"you hit it out of the park!\"). \u003ca href=\"https://www.npr.org/2021/04/21/989477444/how-to-speak-bad-english\">And the conversation trickles to a halt.\u003c/a>\u003c/p>\n\u003cp>Decades of research show that when a native English speaker enters a conversation among nonnative speakers, understanding goes down. Global communication specialist \u003ca href=\"https://www.ted.com/talks/heather_hansen_2_billion_voices_how_to_speak_bad_english_perfectly/up-next\">Heather Hansen\u003c/a> tells us that's because the native speaker doesn't know how to do what nonnative speakers do naturally: speak in ways that are accessible to everyone, using simple words and phrases.\u003c/p>\n\u003cp>And yet, as Hansen points out, this more accessible way of speaking is often called \"bad English.\" There are whole industries devoted to \"correcting\" English that doesn't sound like it came from a native British or American speaker. Try Googling \"how to get rid of my accent,\" and see how many ads pop up.\u003c/p>\n\u003cp>It turns out that these definitions of \"good\" and \"bad\" English may be counterproductive if our goal is to communicate as effectively as possible.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Dreams dashed by the English proficiency test\u003c/strong>\u003c/p>\n\u003cp>Daiva Repečkaitė, a Lithuanian journalist based in Malta, started learning English in primary school and used it daily for a semester abroad in Sweden. Despite her wide English-language experience — articles, talks, a radio show she co-hosted and more — she says, \"There are countless jobs I didn't apply for because they required native English [speakers].\"\u003c/p>\n\u003cp>\"Proper\" English can be used to shut people out of spaces and opportunities, Repečkaitė says. While volunteering at the African Refugee Development Center in Tel Aviv, Israel, she helped a Sudanese refugee prepare for the TOEFL (Test of English as a Foreign Language) — an English-proficiency standardized exam that stood between him and his dream to go to an Israeli university.\u003c/p>\n\u003cp>According to Repečkaitė, the student was fluent (English was his country's colonial language), but he didn't pass on his first attempt. How can a person fluent in English fail TOEFL? There are a few reasons, she says.\u003c/p>\n\u003cp>One, the test requires writing an argumentative essay — \"a very specific genre,\" Repečkaitė explained, that requires knowledge of specific writing conventions and linking words like \"moreover\" that are rare in other contexts.\u003c/p>\n\u003cp>The test also requires making a clear choice between British and American spelling and vocabulary. That \"can trip up people whose English comes from various sources\" — say, a third from British textbooks and two-thirds from American movies, Repečkaitė said.\u003c/p>\n\u003cp>Ultimately, Repečkaitė said, the test does not simply measure communication skills. \"I knew and made it very clear to him that TOEFL is not about English. It is a gatekeeping tool to enter middle-class spaces.\" \"Good English\" (and the educational resources, like tutoring, needed to acquire it) is tied to class status; it functions as a barrier to success that not everyone can pass.\u003c/p>\n\u003cp>Repečkaitė's story might help us understand why it's important to rethink how we judge English. She fears that obstacles like the English-proficiency test keep competent students and professionals from opportunities they deserve — to the detriment of everyone.\u003c/p>\n\u003cp>\"As the pandemic rages,\" she said, \"I worry that there might be countless refugee doctors and nurses who just haven't read enough Shakespeare or haven't practiced enough multiple-choice, fill-in exercises to pass these tests in English-speaking countries.\" Especially at a time when the burden of COVID-19 weighs heavily on the world, Repečkaitė says, we all suffer when skilled professionals like doctors are prevented from helping people.\u003c/p>\n\u003cp>\u003cstrong>The good, the bad and the judgy\u003c/strong>\u003c/p>\n\u003cp>As for those who do make it into the professional English-speaking world, they can expect a fairly steady line of corrections, criticisms and sometimes downright mockery of how they speak.\u003c/p>\n\u003cp>Néstor Rodríguez, a professor of Latin American literature at the University of Toronto, says he struggled with English when he first came to the U.S. to study. Originally from the Dominican Republic and having lived for some time in Puerto Rico, Rodríguez says English-as-a-second-language lessons along with a survival instinct helped him eventually be \"able to communicate with a certain degree of fluency and spontaneity.\"\u003c/p>\n\u003cp>When he started as a professor in Toronto, he faced criticism and ridicule from his colleagues. \"I remember quite vividly,\" he said, \"when about 10 years ago, I had to chair the dissertation defense of a student from the department of English.\" At one point, Rodríguez asked the group, \"Does anybody else want to intervene?\"\u003c/p>\n\u003cp>\"Professor C leaned back in his chair and repeated in a dramatic mock British accent, \u003cem>'Intervene!' \u003c/em>\" The professor was drawing attention to Rodríguez's way of pronouncing the word.\u003c/p>\n\u003cp>Rodríguez says he \"had an utopian idea of the university as a space for constructive debates and respect among peers\" and was disappointed and shocked to be mocked by a colleague in this setting. When he looks back, Rodríguez says, he sees this moment as \"another example of microaggression based on my accent.\"\u003c/p>\n\u003cp>In the moment, he didn't react. \"I was young and still believed in the redemptive power of nonviolent goodwill.\"\u003c/p>\n\u003cp>\"Nowadays,\" Rodríguez notes, \"I would have filed a grievance against [this professor] so heavy that he would have had to sell his soul to remain employed.\"\u003c/p>\n\u003cp>There's a line between being a language bully (as in the case of Professor C) and being a native English speaker who is an ally. Many nonnative speakers report feeling supported when they are corrected in the spirit of friendship by co-workers.\u003c/p>\n\u003cp>Sophia Krasikov, who came to the United States from Russia at age 38, was in the position of learning much of her English on the job when she started working at IBM.\u003c/p>\n\u003cp>She recalls one moment when she made an English mistake in front of her colleagues: \"We were rolling out a new software, and in a big development meeting I kept referring to it as 'Virgin 1.1.' A colleague came to my office and said, 'Sophia, it's '\u003cem>Version\u003c/em> 1.1.' \"\u003c/p>\n\u003cp>She says that she felt grateful for this correction, which was made with respect and helpfulness in mind. \"The fact that my American colleague took the time to help me express my ideas made me feel that what I had to say was valued and that they wanted to include me in the conversation.\" Here, tone, purpose and, importantly, whether corrections are welcome make all the difference.\u003c/p>\n\u003cp>\u003cstrong>Filing a (language) complaint\u003c/strong>\u003c/p>\n\u003cp>Research shows that it's not just judgment and ridicule from native English speakers that impede communication. It's also their unconscious use of esoteric idioms and unnecessarily confusing vocabulary that makes language less accessible.\u003c/p>\n\u003cp>Ting Gong is a management consultant in Washington, D.C., who grew up in Shanghai and moved to the U.S. in her 20s. She ran up against this issue of confusing vocabulary at the dermatologist one day. \"The receptionist gave me a sheet and asked me to write down my complaint,\" she said. \"I told her that I did not have any complaint, and she looked kind of irritated and then she insisted that I wrote down anything that I can think of.\"\u003c/p>\n\u003cp>Only later that day did Gong understand what the receptionist had meant. \"After I got home, I realized that 'complaints' here refer to symptoms I have. And because I only realized this after I spoke to my husband, when I got home, I actually wrote down 'the receptionist was not friendly' as one of my complaints.\"\u003c/p>\n\u003cp>\u003cstrong>A guide for native speakers\u003c/strong>\u003c/p>\n\u003cp>So what can we do to improve communication between native and nonnative English speakers?\u003c/p>\n\u003cp>Hansen, who has spent years as a communication specialist studying this question, says the onus shouldn't be on nonnative speakers but rather on native English speakers to improve their comprehension of accents different from their own.\u003c/p>\n\u003cp>Take a page out of nonnative speakers' book, says Hansen, by modifying your English to be more inclusive. That means no more confusing idioms, jargon and sports references, so no \"touching base on improving synergy with your teammates.\"\u003c/p>\n\u003cp>Another suggestion from Hansen: Instead of policing others' accents, native English speakers can focus on changing their own enunciation to be more understandable. For example, \u003ca href=\"https://www.researchgate.net/publication/249238138_A_Sociolinguistically_Based_Empirically_Researched_Pronunciation_Syllabus_for_English_as_an_International_Language\">research shows\u003c/a> that clearly enunciating hard \"t\" and \"r\" sounds in your speech makes it easier for nonnative English speakers to understand you.\u003c/p>\n\u003cp>If you're a native English speaker who's up to the task, small adjustments like these might allow you to join in on conversations with nonnative speakers instead of inhibiting them. Take Joseph Issam Harb, the son of two immigrants who was raised in the United States and Abu Dhabi, United Arab Emirates. Having lived, at different points in his life, in the U.S., the U.K. and the UAE, he says, \"I am still learning about English from nonnative speakers.\"\u003c/p>\n\u003cp>\"In email, I've discovered the phrase [commonly used by some nonnative speakers] 'please do the needful,' \" Harb said. \"For years I have been fascinated by this phrase and its use in formal work environment emails.\" Discovering the phrase and wondering about the origins of the phrase, which means \"please do what needs to be done,\" has been a joy for Harb. \"I haven't yet encountered a person who can tell me, 'Yeah, if you translate that directly, it's a common phrase in my language.' \"\u003c/p>\n\u003cp>English cultivated among nonnative speakers can include useful modifications and creative new turns of phrase. Harb referred to the greeting \"Hello, mamsir,\" often used by English-speaking Philippine service workers, which is the literal repetition of the scripted \"Hello, ma'am/sir\" — a quick, respectful and gender-neutral way to address someone.\u003c/p>\n\u003cp>According to Hansen, if we'd like to facilitate better global communication, then supposedly \"bad\" English — that's more universally understandable to more people — is a valuable tool. Respecting the value that nonnative English brings to conversation, instead of treating it as a thing to be corrected, could help us all become better communicators.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This article was written in collaboration with \u003c/em>Rough Translation\u003cem>, a podcast from NPR whose mission is to \"follow familiar conversations into unfamiliar territory.\" \u003c/em>Rough Translation\u003cem>'s episode, \"\u003c/em>\u003ca href=\"https://www.npr.org/2021/04/21/989477444/how-to-speak-bad-english\">\u003cem>How to Speak Bad English\u003c/em>\u003c/a>\u003cem>,\" is out now. The podcast is available from \u003c/em>\u003ca href=\"https://rpb3r.app.goo.gl/hn6j\">\u003cem>NPR One\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://podcasts.apple.com/podcast/id1268047665?mt=2&at=11l79Y&ct=nprdirectory\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem>,\u003c/em>\u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzI0\">\u003cem> Google Podcasts\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://pca.st/3zXm\">\u003cem>Pocket Casts\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://open.spotify.com/show/4lFCBQNx0TNEdkJWZy5yZv\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://feeds.npr.org/510324/podcast.xml\">\u003cem>RSS\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Tower+Of+Babble%3A+Nonnative+Speakers+Navigate+The+World+Of+%27Good%27+And+%27Bad%27+English&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The demand for \"proper\" English can be used to shut people out of spaces and opportunities. The folks at NPR's \"Rough Translation\" podcast have a story to tell.","status":"publish","parent":0,"modified":1619888567,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":1822},"headData":{"title":"Tower Of Babble: Nonnative Speakers Navigate The World Of 'Good' And 'Bad' English - MindShift","description":"The demand for "proper" English can be used to shut people out of spaces and opportunities.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tower Of Babble: Nonnative Speakers Navigate The World Of 'Good' And 'Bad' English","datePublished":"2021-04-26T16:59:19.000Z","dateModified":"2021-05-01T17:02:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57775 https://ww2.kqed.org/mindshift/?p=57775","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/26/tower-of-babble-nonnative-speakers-navigate-the-world-of-good-and-bad-english/","disqusTitle":"Tower Of Babble: Nonnative Speakers Navigate The World Of 'Good' And 'Bad' English","nprByline":"Carolyn McCusker and Rhaina Cohen","nprImageAgency":"Leif Parsons for NPR","nprStoryId":"989765565","nprApiLink":"http://api.npr.org/query?id=989765565&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/goatsandsoda/2021/04/25/989765565/tower-of-babble-non-native-speakers-navigate-the-world-of-good-and-bad-english?ft=nprml&f=989765565","nprRetrievedStory":"1","nprPubDate":"Mon, 26 Apr 2021 18:40:00 -0400","nprStoryDate":"Sun, 25 Apr 2021 07:46:00 -0400","nprLastModifiedDate":"Mon, 26 Apr 2021 18:40:20 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/roughtranslation/2021/04/20210421_roughtranslation_bad_english_421_410pm.mp3?orgId=1&topicId=1031&d=2091&story=989765565&ft=nprml&f=989765565","nprAudioM3u":"http://api.npr.org/m3u/1990264545-1bcbf0.m3u?orgId=1&topicId=1031&d=2091&story=989765565&ft=nprml&f=989765565","path":"/mindshift/57775/tower-of-babble-nonnative-speakers-navigate-the-world-of-good-and-bad-english","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/roughtranslation/2021/04/20210421_roughtranslation_bad_english_421_410pm.mp3?orgId=1&topicId=1031&d=2091&story=989765565&ft=nprml&f=989765565","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Picture this: A group of nonnative English speakers is in a room. There are people from Germany, Singapore, South Korea, Nigeria and France. They're having a great time speaking to each other in English, and communication is smooth.\u003c/p>\n\u003cp>And then an American walks into the room. The American speaks quickly, using esoteric jargon (\"let's take a holistic approach\") and sports idioms (\"you hit it out of the park!\"). \u003ca href=\"https://www.npr.org/2021/04/21/989477444/how-to-speak-bad-english\">And the conversation trickles to a halt.\u003c/a>\u003c/p>\n\u003cp>Decades of research show that when a native English speaker enters a conversation among nonnative speakers, understanding goes down. Global communication specialist \u003ca href=\"https://www.ted.com/talks/heather_hansen_2_billion_voices_how_to_speak_bad_english_perfectly/up-next\">Heather Hansen\u003c/a> tells us that's because the native speaker doesn't know how to do what nonnative speakers do naturally: speak in ways that are accessible to everyone, using simple words and phrases.\u003c/p>\n\u003cp>And yet, as Hansen points out, this more accessible way of speaking is often called \"bad English.\" There are whole industries devoted to \"correcting\" English that doesn't sound like it came from a native British or American speaker. Try Googling \"how to get rid of my accent,\" and see how many ads pop up.\u003c/p>\n\u003cp>It turns out that these definitions of \"good\" and \"bad\" English may be counterproductive if our goal is to communicate as effectively as possible.\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>\u003cstrong>Dreams dashed by the English proficiency test\u003c/strong>\u003c/p>\n\u003cp>Daiva Repečkaitė, a Lithuanian journalist based in Malta, started learning English in primary school and used it daily for a semester abroad in Sweden. Despite her wide English-language experience — articles, talks, a radio show she co-hosted and more — she says, \"There are countless jobs I didn't apply for because they required native English [speakers].\"\u003c/p>\n\u003cp>\"Proper\" English can be used to shut people out of spaces and opportunities, Repečkaitė says. While volunteering at the African Refugee Development Center in Tel Aviv, Israel, she helped a Sudanese refugee prepare for the TOEFL (Test of English as a Foreign Language) — an English-proficiency standardized exam that stood between him and his dream to go to an Israeli university.\u003c/p>\n\u003cp>According to Repečkaitė, the student was fluent (English was his country's colonial language), but he didn't pass on his first attempt. How can a person fluent in English fail TOEFL? There are a few reasons, she says.\u003c/p>\n\u003cp>One, the test requires writing an argumentative essay — \"a very specific genre,\" Repečkaitė explained, that requires knowledge of specific writing conventions and linking words like \"moreover\" that are rare in other contexts.\u003c/p>\n\u003cp>The test also requires making a clear choice between British and American spelling and vocabulary. That \"can trip up people whose English comes from various sources\" — say, a third from British textbooks and two-thirds from American movies, Repečkaitė said.\u003c/p>\n\u003cp>Ultimately, Repečkaitė said, the test does not simply measure communication skills. \"I knew and made it very clear to him that TOEFL is not about English. It is a gatekeeping tool to enter middle-class spaces.\" \"Good English\" (and the educational resources, like tutoring, needed to acquire it) is tied to class status; it functions as a barrier to success that not everyone can pass.\u003c/p>\n\u003cp>Repečkaitė's story might help us understand why it's important to rethink how we judge English. She fears that obstacles like the English-proficiency test keep competent students and professionals from opportunities they deserve — to the detriment of everyone.\u003c/p>\n\u003cp>\"As the pandemic rages,\" she said, \"I worry that there might be countless refugee doctors and nurses who just haven't read enough Shakespeare or haven't practiced enough multiple-choice, fill-in exercises to pass these tests in English-speaking countries.\" Especially at a time when the burden of COVID-19 weighs heavily on the world, Repečkaitė says, we all suffer when skilled professionals like doctors are prevented from helping people.\u003c/p>\n\u003cp>\u003cstrong>The good, the bad and the judgy\u003c/strong>\u003c/p>\n\u003cp>As for those who do make it into the professional English-speaking world, they can expect a fairly steady line of corrections, criticisms and sometimes downright mockery of how they speak.\u003c/p>\n\u003cp>Néstor Rodríguez, a professor of Latin American literature at the University of Toronto, says he struggled with English when he first came to the U.S. to study. Originally from the Dominican Republic and having lived for some time in Puerto Rico, Rodríguez says English-as-a-second-language lessons along with a survival instinct helped him eventually be \"able to communicate with a certain degree of fluency and spontaneity.\"\u003c/p>\n\u003cp>When he started as a professor in Toronto, he faced criticism and ridicule from his colleagues. \"I remember quite vividly,\" he said, \"when about 10 years ago, I had to chair the dissertation defense of a student from the department of English.\" At one point, Rodríguez asked the group, \"Does anybody else want to intervene?\"\u003c/p>\n\u003cp>\"Professor C leaned back in his chair and repeated in a dramatic mock British accent, \u003cem>'Intervene!' \u003c/em>\" The professor was drawing attention to Rodríguez's way of pronouncing the word.\u003c/p>\n\u003cp>Rodríguez says he \"had an utopian idea of the university as a space for constructive debates and respect among peers\" and was disappointed and shocked to be mocked by a colleague in this setting. When he looks back, Rodríguez says, he sees this moment as \"another example of microaggression based on my accent.\"\u003c/p>\n\u003cp>In the moment, he didn't react. \"I was young and still believed in the redemptive power of nonviolent goodwill.\"\u003c/p>\n\u003cp>\"Nowadays,\" Rodríguez notes, \"I would have filed a grievance against [this professor] so heavy that he would have had to sell his soul to remain employed.\"\u003c/p>\n\u003cp>There's a line between being a language bully (as in the case of Professor C) and being a native English speaker who is an ally. Many nonnative speakers report feeling supported when they are corrected in the spirit of friendship by co-workers.\u003c/p>\n\u003cp>Sophia Krasikov, who came to the United States from Russia at age 38, was in the position of learning much of her English on the job when she started working at IBM.\u003c/p>\n\u003cp>She recalls one moment when she made an English mistake in front of her colleagues: \"We were rolling out a new software, and in a big development meeting I kept referring to it as 'Virgin 1.1.' A colleague came to my office and said, 'Sophia, it's '\u003cem>Version\u003c/em> 1.1.' \"\u003c/p>\n\u003cp>She says that she felt grateful for this correction, which was made with respect and helpfulness in mind. \"The fact that my American colleague took the time to help me express my ideas made me feel that what I had to say was valued and that they wanted to include me in the conversation.\" Here, tone, purpose and, importantly, whether corrections are welcome make all the difference.\u003c/p>\n\u003cp>\u003cstrong>Filing a (language) complaint\u003c/strong>\u003c/p>\n\u003cp>Research shows that it's not just judgment and ridicule from native English speakers that impede communication. It's also their unconscious use of esoteric idioms and unnecessarily confusing vocabulary that makes language less accessible.\u003c/p>\n\u003cp>Ting Gong is a management consultant in Washington, D.C., who grew up in Shanghai and moved to the U.S. in her 20s. She ran up against this issue of confusing vocabulary at the dermatologist one day. \"The receptionist gave me a sheet and asked me to write down my complaint,\" she said. \"I told her that I did not have any complaint, and she looked kind of irritated and then she insisted that I wrote down anything that I can think of.\"\u003c/p>\n\u003cp>Only later that day did Gong understand what the receptionist had meant. \"After I got home, I realized that 'complaints' here refer to symptoms I have. And because I only realized this after I spoke to my husband, when I got home, I actually wrote down 'the receptionist was not friendly' as one of my complaints.\"\u003c/p>\n\u003cp>\u003cstrong>A guide for native speakers\u003c/strong>\u003c/p>\n\u003cp>So what can we do to improve communication between native and nonnative English speakers?\u003c/p>\n\u003cp>Hansen, who has spent years as a communication specialist studying this question, says the onus shouldn't be on nonnative speakers but rather on native English speakers to improve their comprehension of accents different from their own.\u003c/p>\n\u003cp>Take a page out of nonnative speakers' book, says Hansen, by modifying your English to be more inclusive. That means no more confusing idioms, jargon and sports references, so no \"touching base on improving synergy with your teammates.\"\u003c/p>\n\u003cp>Another suggestion from Hansen: Instead of policing others' accents, native English speakers can focus on changing their own enunciation to be more understandable. For example, \u003ca href=\"https://www.researchgate.net/publication/249238138_A_Sociolinguistically_Based_Empirically_Researched_Pronunciation_Syllabus_for_English_as_an_International_Language\">research shows\u003c/a> that clearly enunciating hard \"t\" and \"r\" sounds in your speech makes it easier for nonnative English speakers to understand you.\u003c/p>\n\u003cp>If you're a native English speaker who's up to the task, small adjustments like these might allow you to join in on conversations with nonnative speakers instead of inhibiting them. Take Joseph Issam Harb, the son of two immigrants who was raised in the United States and Abu Dhabi, United Arab Emirates. Having lived, at different points in his life, in the U.S., the U.K. and the UAE, he says, \"I am still learning about English from nonnative speakers.\"\u003c/p>\n\u003cp>\"In email, I've discovered the phrase [commonly used by some nonnative speakers] 'please do the needful,' \" Harb said. \"For years I have been fascinated by this phrase and its use in formal work environment emails.\" Discovering the phrase and wondering about the origins of the phrase, which means \"please do what needs to be done,\" has been a joy for Harb. \"I haven't yet encountered a person who can tell me, 'Yeah, if you translate that directly, it's a common phrase in my language.' \"\u003c/p>\n\u003cp>English cultivated among nonnative speakers can include useful modifications and creative new turns of phrase. Harb referred to the greeting \"Hello, mamsir,\" often used by English-speaking Philippine service workers, which is the literal repetition of the scripted \"Hello, ma'am/sir\" — a quick, respectful and gender-neutral way to address someone.\u003c/p>\n\u003cp>According to Hansen, if we'd like to facilitate better global communication, then supposedly \"bad\" English — that's more universally understandable to more people — is a valuable tool. Respecting the value that nonnative English brings to conversation, instead of treating it as a thing to be corrected, could help us all become better communicators.\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>This article was written in collaboration with \u003c/em>Rough Translation\u003cem>, a podcast from NPR whose mission is to \"follow familiar conversations into unfamiliar territory.\" \u003c/em>Rough Translation\u003cem>'s episode, \"\u003c/em>\u003ca href=\"https://www.npr.org/2021/04/21/989477444/how-to-speak-bad-english\">\u003cem>How to Speak Bad English\u003c/em>\u003c/a>\u003cem>,\" is out now. The podcast is available from \u003c/em>\u003ca href=\"https://rpb3r.app.goo.gl/hn6j\">\u003cem>NPR One\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://podcasts.apple.com/podcast/id1268047665?mt=2&at=11l79Y&ct=nprdirectory\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem>,\u003c/em>\u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzI0\">\u003cem> Google Podcasts\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://pca.st/3zXm\">\u003cem>Pocket Casts\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://open.spotify.com/show/4lFCBQNx0TNEdkJWZy5yZv\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://feeds.npr.org/510324/podcast.xml\">\u003cem>RSS\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Tower+Of+Babble%3A+Nonnative+Speakers+Navigate+The+World+Of+%27Good%27+And+%27Bad%27+English&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57775/tower-of-babble-nonnative-speakers-navigate-the-world-of-good-and-bad-english","authors":["byline_mindshift_57775"],"categories":["mindshift_193"],"tags":["mindshift_20851","mindshift_373","mindshift_815"],"featImg":"mindshift_57776","label":"mindshift"},"mindshift_57448":{"type":"posts","id":"mindshift_57448","meta":{"index":"posts_1591205157","site":"mindshift","id":"57448","score":null,"sort":[1614241169000]},"guestAuthors":[],"slug":"millions-of-kids-learn-english-at-school-teaching-them-remotely-hasnt-been-easy","title":"Millions Of Kids Learn English At School. Teaching Them Remotely Hasn't Been Easy","publishDate":1614241169,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A year ago, the kindergartners learning English in Tanya Gan Lim's class were thriving. Back then, she'd bring in props and pictures to help her students learn the language and sound out words. Then she'd lavish them with praise, even if they stumbled, to build their confidence.\u003c/p>\n\u003cp>Lim teaches in Prince George's County Public Schools, just outside Washington, D.C. She is used to planning every minute of class, but that's harder to do now that class time is punctuated with frozen screens, garbled audio and children wandering away from the camera. Sometimes, her kindergartners don't have supplies. On a recent morning, Lim tells her class it's time for a writing exercise, and a little boy interrupts.\u003c/p>\n\u003cp>\"I need my book,\" he says plaintively. \"My mommy didn't bring it.\"\u003c/p>\n\u003cp>Needless to say, Lim's job teaching English has gotten a lot harder during the pandemic. How much harder? Lim laughs and says she can't quantify it. \"Maybe 10 times?\"\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgf.asp\">Five million\u003c/a> children in the U.S. rely on public schools to teach them English, and those kids have been hard hit by online schooling. Children learning English are more likely\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3290413/\"> to struggle in school and drop out, and\u003c/a> school districts in several states, including\u003ca href=\"https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/BVYM7659CD8F/%24file/Opening%20Schls%20Recovery%20Ed%20201203%20PPT.pdf\"> Maryland\u003c/a>,\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/BVJV847F7247/%24file/Q1%20Marks%20Rpt%20-%20v6%20lzh.pdf\"> Virginia\u003c/a> and\u003ca href=\"https://ca-times.brightspotcdn.com/e8/56/ea7c2fcb4e2da92db8bf436960f9/board-presentation-reopening.pdf\"> California\u003c/a>, already have data showing these students are falling further behind.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Among the challenges: There are \u003ca href=\"https://www2.ed.gov/rschstat/eval/title-iii/180414.pdf\">fewer resources\u003c/a> for teaching English learners remotely, and many English learners are less likely to have access to technology. Even in a school district like Prince George's, which has distributed free devices and mobile Wi-Fi units, these children may not have support at home to navigate technology.\u003c/p>\n\u003cp>Lim, a former English learner herself, says it is harder to build relationships and engage her students virtually. It's not like last year, when she saw them in the hallway or during lunch duty.\u003c/p>\n\u003cp>\"This year, I only get to interact with my class for 30 minutes and then we log out and that's it,\" Lim says.\u003c/p>\n\u003cp>When children are learning another language, she says, it's important for them to see nuances of communication, such as facial expressions and other non-verbal signs. But those are also harder to make out on a screen.\u003c/p>\n\u003cp>And Lim worries about her students when they go to their regular, online classes for the rest of the day. \"In the mainstream classrooms, they feel shy, they don't want to talk, they don't want to make mistakes,\" she says.\u003c/p>\n\u003cp>Ninth-grader Jimmy is self-conscious about his English skills. When he first moved to Prince George's from El Salvador, he knew just three phrases in English: \"Hello. How are you? Nice to meet you.\" (We aren't using Jimmy's last name to protect his privacy.)\u003c/p>\n\u003cp>Last year, when school was in-person, he said some kids picked on him because he didn't speak English well.\u003c/p>\n\u003cp>But he tried really hard, and he made a new friend who helped him with words he didn't understand. \"He's like my brother to me. He helped me a lot,\" Jimmy said.\u003c/p>\n\u003cp>Now with his school closed, Jimmy only sees his friend in his online class. And he's sometimes afraid to speak up, worried about what his classmates will think of his English.\u003c/p>\n\u003cp>\"Having one friend who speaks English well is a very, very good predictor of your grades,\" says Marcelo Suárez-Orozco, who has spent years researching immigrant youth. Now the chancellor of the University of Massachusetts Boston, Suarez-Orozco previously co-authored a study with his wife about the process of learning English.\u003c/p>\n\u003cp>\"Very few youth in our study could say they had one friend who was an English dominant speaker.\"\u003c/p>\n\u003cp>Those friendships have been even harder to foster in the age of social distancing.\u003c/p>\n\u003cp>Teachers worry students like Jimmy aren't hearing even casual English on the playground or at the bus stop. Many live in neighborhoods where they don't hear English spoken at all. That doesn't only impact students, for whom English can be a way to fit in — it can also affect families who rely on children's English skills.\u003c/p>\n\u003cp>Lim, the kindergarten teacher, has tried to adapt her lesson plans for remote learning. One new feature is a scavenger hunt in which she asks students to show the class one of their favorites things — she laughs out loud when one kindergartener drags a big plant in front of his computer screen.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Lim still worries about her students, but says she's trying to accept there are some things that are out of her control. And she hopes to see at least some of them in April, when Prince George's schools are \u003ca href=\"https://www.washingtonpost.com/local/education/prince-georges-county-schools-reopen/2021/02/17/a153b876-7123-11eb-93be-c10813e358a2_story.html\">set to reopen\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Millions+Of+Kids+Learn+English+At+School.+Teaching+Them+Remotely+Hasn%27t+Been+Easy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"For children learning English, speaking the language can be a way to fit in. But teachers worry that remote learning means some students aren't hearing even casual English outside their classes.","status":"publish","parent":0,"modified":1614241169,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":812},"headData":{"title":"Millions Of Kids Learn English At School. Teaching Them Remotely Hasn't Been Easy - MindShift","description":"For children learning English, speaking the language can be a way to fit in. But teachers worry that remote learning means some students aren't hearing even casual English outside their classes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Millions Of Kids Learn English At School. Teaching Them Remotely Hasn't Been Easy","datePublished":"2021-02-25T08:19:29.000Z","dateModified":"2021-02-25T08:19:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57448 https://ww2.kqed.org/mindshift/?p=57448","disqusUrl":"https://ww2.kqed.org/mindshift/2021/02/25/millions-of-kids-learn-english-at-school-teaching-them-remotely-hasnt-been-easy/","disqusTitle":"Millions Of Kids Learn English At School. Teaching Them Remotely Hasn't Been Easy","nprByline":"Kavitha Cardoza","nprImageAgency":"Andrea D'Aquino for NPR","nprStoryId":"964420443","nprApiLink":"http://api.npr.org/query?id=964420443&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/02/24/964420443/millions-of-kids-learn-english-at-school-teaching-them-remotely-hasnt-been-easy?ft=nprml&f=964420443","nprRetrievedStory":"1","nprPubDate":"Wed, 24 Feb 2021 18:16:00 -0500","nprStoryDate":"Wed, 24 Feb 2021 12:00:00 -0500","nprLastModifiedDate":"Wed, 24 Feb 2021 16:44:47 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/02/20210224_atc_millions_of_kids_learn_english_at_school_teaching_them_remotely_hasnt_been_easy.mp3?orgId=1&topicId=1013&aggIds=812054919&d=268&p=2&story=964420443&ft=nprml&f=964420443","nprAudioM3u":"http://api.npr.org/m3u/1971105584-a07aa4.m3u?orgId=1&topicId=1013&aggIds=812054919&d=268&p=2&story=964420443&ft=nprml&f=964420443","path":"/mindshift/57448/millions-of-kids-learn-english-at-school-teaching-them-remotely-hasnt-been-easy","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/02/20210224_atc_millions_of_kids_learn_english_at_school_teaching_them_remotely_hasnt_been_easy.mp3?orgId=1&topicId=1013&aggIds=812054919&d=268&p=2&story=964420443&ft=nprml&f=964420443","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A year ago, the kindergartners learning English in Tanya Gan Lim's class were thriving. Back then, she'd bring in props and pictures to help her students learn the language and sound out words. Then she'd lavish them with praise, even if they stumbled, to build their confidence.\u003c/p>\n\u003cp>Lim teaches in Prince George's County Public Schools, just outside Washington, D.C. She is used to planning every minute of class, but that's harder to do now that class time is punctuated with frozen screens, garbled audio and children wandering away from the camera. Sometimes, her kindergartners don't have supplies. On a recent morning, Lim tells her class it's time for a writing exercise, and a little boy interrupts.\u003c/p>\n\u003cp>\"I need my book,\" he says plaintively. \"My mommy didn't bring it.\"\u003c/p>\n\u003cp>Needless to say, Lim's job teaching English has gotten a lot harder during the pandemic. How much harder? Lim laughs and says she can't quantify it. \"Maybe 10 times?\"\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgf.asp\">Five million\u003c/a> children in the U.S. rely on public schools to teach them English, and those kids have been hard hit by online schooling. Children learning English are more likely\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3290413/\"> to struggle in school and drop out, and\u003c/a> school districts in several states, including\u003ca href=\"https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/BVYM7659CD8F/%24file/Opening%20Schls%20Recovery%20Ed%20201203%20PPT.pdf\"> Maryland\u003c/a>,\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/BVJV847F7247/%24file/Q1%20Marks%20Rpt%20-%20v6%20lzh.pdf\"> Virginia\u003c/a> and\u003ca href=\"https://ca-times.brightspotcdn.com/e8/56/ea7c2fcb4e2da92db8bf436960f9/board-presentation-reopening.pdf\"> California\u003c/a>, already have data showing these students are falling further behind.\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>Among the challenges: There are \u003ca href=\"https://www2.ed.gov/rschstat/eval/title-iii/180414.pdf\">fewer resources\u003c/a> for teaching English learners remotely, and many English learners are less likely to have access to technology. Even in a school district like Prince George's, which has distributed free devices and mobile Wi-Fi units, these children may not have support at home to navigate technology.\u003c/p>\n\u003cp>Lim, a former English learner herself, says it is harder to build relationships and engage her students virtually. It's not like last year, when she saw them in the hallway or during lunch duty.\u003c/p>\n\u003cp>\"This year, I only get to interact with my class for 30 minutes and then we log out and that's it,\" Lim says.\u003c/p>\n\u003cp>When children are learning another language, she says, it's important for them to see nuances of communication, such as facial expressions and other non-verbal signs. But those are also harder to make out on a screen.\u003c/p>\n\u003cp>And Lim worries about her students when they go to their regular, online classes for the rest of the day. \"In the mainstream classrooms, they feel shy, they don't want to talk, they don't want to make mistakes,\" she says.\u003c/p>\n\u003cp>Ninth-grader Jimmy is self-conscious about his English skills. When he first moved to Prince George's from El Salvador, he knew just three phrases in English: \"Hello. How are you? Nice to meet you.\" (We aren't using Jimmy's last name to protect his privacy.)\u003c/p>\n\u003cp>Last year, when school was in-person, he said some kids picked on him because he didn't speak English well.\u003c/p>\n\u003cp>But he tried really hard, and he made a new friend who helped him with words he didn't understand. \"He's like my brother to me. He helped me a lot,\" Jimmy said.\u003c/p>\n\u003cp>Now with his school closed, Jimmy only sees his friend in his online class. And he's sometimes afraid to speak up, worried about what his classmates will think of his English.\u003c/p>\n\u003cp>\"Having one friend who speaks English well is a very, very good predictor of your grades,\" says Marcelo Suárez-Orozco, who has spent years researching immigrant youth. Now the chancellor of the University of Massachusetts Boston, Suarez-Orozco previously co-authored a study with his wife about the process of learning English.\u003c/p>\n\u003cp>\"Very few youth in our study could say they had one friend who was an English dominant speaker.\"\u003c/p>\n\u003cp>Those friendships have been even harder to foster in the age of social distancing.\u003c/p>\n\u003cp>Teachers worry students like Jimmy aren't hearing even casual English on the playground or at the bus stop. Many live in neighborhoods where they don't hear English spoken at all. That doesn't only impact students, for whom English can be a way to fit in — it can also affect families who rely on children's English skills.\u003c/p>\n\u003cp>Lim, the kindergarten teacher, has tried to adapt her lesson plans for remote learning. One new feature is a scavenger hunt in which she asks students to show the class one of their favorites things — she laughs out loud when one kindergartener drags a big plant in front of his computer screen.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Lim still worries about her students, but says she's trying to accept there are some things that are out of her control. And she hopes to see at least some of them in April, when Prince George's schools are \u003ca href=\"https://www.washingtonpost.com/local/education/prince-georges-county-schools-reopen/2021/02/17/a153b876-7123-11eb-93be-c10813e358a2_story.html\">set to reopen\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Millions+Of+Kids+Learn+English+At+School.+Teaching+Them+Remotely+Hasn%27t+Been+Easy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57448/millions-of-kids-learn-english-at-school-teaching-them-remotely-hasnt-been-easy","authors":["byline_mindshift_57448"],"categories":["mindshift_21358"],"tags":["mindshift_358","mindshift_20851","mindshift_397","mindshift_21347"],"featImg":"mindshift_57449","label":"mindshift"},"mindshift_55098":{"type":"posts","id":"mindshift_55098","meta":{"index":"posts_1591205157","site":"mindshift","id":"55098","score":null,"sort":[1577116726000]},"guestAuthors":[],"slug":"school-network-takes-turbocharged-approach-to-education-for-refugee-students","title":"School Network Takes Turbocharged Approach to Education for Refugee Students","publishDate":1577116726,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about\u003c/em> \u003cem>Fugees Academy was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>COLUMBUS, Ohio — Mariam was on a roll. A bubbly sixth grader in a bright pink hijab, she sat in a semi-circle with her four classmates, trying to identify as many words with a long “a” vowel sound as she could.\u003c/p>\n\u003cp>“Rake,” she said.\u003c/p>\n\u003cp>“Rake — perfect,” Sharon George, her teacher, said encouragingly. “So, take your yellow marker and highlight the ‘a’ in rake.”\u003c/p>\n\u003cp>The English language, George told her students, is hard. The rules of pronunciation and grammar are complicated and full of exceptions. It can be difficult for students who’ve grown up in the United States — let alone those who’ve only just arrived after having their learning disrupted by war and conflict.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students in George’s class are all refugees. Mariam came to the United States from Sudan. Her classmates are from Somalia, Syria, Burundi and Nepal. They have chosen this school, Fugees Academy, for its explicit focus on serving young refugee students and helping them through high school and into college.\u003c/p>\n\u003cp>Fugees Academy is perhaps the only school in the nation to enroll refugee students exclusively. It was founded on the belief that these learners need more focused attention than they often receive in traditional public schools, and that they need to go back to basics to learn English. Fugees (its name is a play on “refugees”) tries to squeeze in many of the elements of a K-8 curriculum into three years of middle school, helping students learn two to three years of the English language in one. The school also places an emphasis on helping students overcome trauma they may have faced on their journey to the United States.\u003c/p>\n\u003cfigure id=\"attachment_55101\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-55101\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/fugees-art-500x0-c-default.png\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/fugees-art-500x0-c-default.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/fugees-art-500x0-c-default-160x107.png 160w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">Arts are a central focus of the curriculum at the Fugees Academy, a school network serving refugees. \u003ccite>(Aaricka Washington/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The academy is tiny but growing. Its original Atlanta campus has 89 students and there are 42 at a new school in Columbus, Ohio, which opened last year. Two additional schools are in the works. Early results are encouraging: The Atlanta high school’s graduation rate is 92 percent and 74 percent of graduates have gone on to college, according to Luma Mufleh, its founder. And yet, the school is expanding at a moment when the political climate in the United States has grown increasingly hostile to refugees, adding to the social and emotional challenges of its students and elevating the need for the non-academic work the school specializes in.\u003c/p>\n\u003cp>“We do a lot of work of explaining what they are hearing and seeing and reassuring them that this country does want them and the bulk of America believes in them, but sometimes it’s hard,” Mufleh said.\u003c/p>\n\u003cp>Mufleh, whose mother was a Syrian refugee, grew up in Jordan, and moved to the United States for college in the early 1990s. In 2004, while working as a café owner near Atlanta, she stumbled on a group of boys playing soccer. She learned that they’d moved to the U.S. from countries like Afghanistan and Liberia. She began coaching them, founding a soccer program. Later, when she discovered that some of the boys were receiving good grades in school even though they couldn’t read English, she decided to start a school as well.\u003c/p>\n\u003cfigure id=\"attachment_55102\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-55102\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Fugees-hall-500x0-c-default.png\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Fugees-hall-500x0-c-default.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Fugees-hall-500x0-c-default-160x107.png 160w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">The Fugees’ Columbus school opened last year for sixth graders. By 2020, the school network will have a total of four schools. \u003ccite>(Aaricka Washington/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With help from private donors, she opened her first school in 2007 in the Atlanta suburbs. Serving grades 6 through 12, the private institution graduated 22 students in its first four years. Last year, Mufleh opened the Columbus school, offering classes for sixth grade only. The school will add a grade each year, with the goal of eventually growing to three times the size of the Atlanta school. Mufleh hopes to add a third school in Cleveland, Ohio in 2020; a second Georgia school recently won approval from the state. The newer schools are set up as public charter schools; the Ohio institutions will be funded primarily by a state voucher program.\u003c/p>\n\u003cp>Vouchers and charter schools are controversial because they draw money away from the traditional public school system, which educates the vast majority of U.S. students. But Mufleh said the private and charter models offer far more flexibility. Traditional public schools, for example, cannot focus exclusively on refugees, because they are not allowed to ask students about their immigration status over concerns it could lead to discrimination, said Julie Sugarman, a senior policy analyst at the nonprofit Migration Policy Institute.\u003c/p>\n\u003cp>Schools that cater to special populations like refugees can also educate students at grade levels that are years behind their age. Mufleh said that approach is key to helping refugee students achieve academically. Often, when refugee students arrive in the United States, they are placed temporarily in “newcomer centers” where they learn alongside similarly situated students for a period of time. Within six months or so, they are moved to regular classes. But the students are grouped by age, not by their skill-level, and teachers don’t have the time to help them catch up in English and other areas, Mufleh said.\u003c/p>\n\u003cp>Emily Futransky, chief academic officer of Fugees Family, the nonprofit that runs the academy, tries to identify instructional methods to help the school meet the educational needs of young refugees. Finding a curriculum that addresses the students’ skill level while acknowledging their age can be difficult. For example, the school uses phonics, an approach often geared toward elementary schoolers, to teach sixth graders to read. Futransky said the school has received pushback for her use of the early elementary method, which helps kids connect sounds to letters.\u003c/p>\n\u003cp>One source of criticism has come from the education company responsible for the phonics curriculum, Wilson Language Training’s Fundations, Futransky said. But she and her colleagues say the school has evidence that older kids can benefit from the K-3 program, too. “We meet the students where they are at,” said Mufleh, who noted that she’s seen kids who weren’t reading at age 11 or 12 advance several grade levels in a year. (In an email, Angela Penfold, senior director of strategic program development at Wilson, said, “The school will know best what is needed to teach its unique student population.”)\u003c/p>\n\u003cfigure id=\"attachment_55100\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55100\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Sharon-George.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Sharon-George.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Sharon-George-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Sharon-George-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Sharon-George-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Sharon-George-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Sharon-George-1200x800.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Sharon George has taught English for 19 years. At Fugees, she uses phonics to help English language learners grasp the basics in order to catch up to their peers. \u003ccite>(Aaricka Washington/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sugarman said that the newcomer centers vary in quality, like all schools and programs. And she said that grouping refugee kids in their own school may be necessary, even though it could exacerbate their separation from other students. “We have such a shortage of teachers who understand how to do English language learner instruction that incorporates language development into academic content development,” she said. “I am more concerned with kids getting appropriate instruction, especially at the beginner levels, than I am about the fact that they’re being segregated.”\u003c/p>\n\u003cp>On a recent weekday, three staff members greeted students at the front doors of St. Andrew Presbyterian Church, the one-story building that houses the Fugees school. After saying hello to their teachers, the students hustled through the building’s brown doors and into the cafeteria where they ate breakfast and lined up according to their “house,” akin to an advisory group.\u003c/p>\n\u003cp>The school day runs from 8 a.m. to 6 p.m. It starts with yoga and ends with soccer practice and after-school tutoring. Fugees Academy runs year-round, with six weeks of summer programming. The idea is to pack in as much as possible so students have the opportunity to catch up with — and outpace — their peers.\u003c/p>\n\u003cp>Lewis Makor, 27, is the school’s co-leader for the Columbus campus. A Sudanese refugee with a calm, warm disposition, he was among the first six students to attend the Atlanta school when it opened in 2007. Back then, Fugees only offered classes for middle school students, so after he finished eighth grade, Makor attended high school at his neighborhood public school. He went to college for two years, but dropped out and struggled to hold a job. Mufleh called him last year and told him she needed his help for the new school.\u003c/p>\n\u003cp>Mufleh said she makes a point of hiring Fugees graduates and other refugees. She wants students to be able to see people who look like them in positions of authority. About 30 percent of Fugees’ employees are foreign-born.\u003c/p>\n\u003cp>One recent weekday in Columbus, students twisted into different positions as Kassandra Young, the school’s yoga instructor, led them through each move, reminding them to inhale and exhale. Yoga gives students time for self-reflection, which is vital for students who’ve faced trauma, she explained.\u003c/p>\n\u003cp>In arts class, teachers encourage students to present their projects and critique each other’s work. That helps students develop communication skills and the ability to interact with each other, teachers here said. Fugees Academy also helps celebrate students’ cultural identities by holding monthly potlucks and integrating books from different cultures into the curriculum (students are reading Middle Eastern and South Korean versions of Little Red Riding Hood, for example). Accents are celebrated rather than being seen as something to poke fun at. Each afternoon students gather in the cafeteria for “accountability time,” where they share news about the day and process what’s gone right and wrong.\u003c/p>\n\u003cp>“Academic achievement is important for us, but it’s also about belonging and integration and our students making sense of this new country,” said Mufleh.\u003c/p>\n\u003cp>Each summer, Mufleh and her staff make a push to recruit new students. They go into neighborhoods and knock on doors. Some of the students they enroll have just arrived from abroad, while others have spent years in U.S. schools.\u003c/p>\n\u003cp>Manjil, a 13-year-old from Nepal, enrolled in Fugees Academy after three years at a traditional public school that focuses on English language learners. When he started at Fugees, he was still reading at roughly a kindergarten level.\u003c/p>\n\u003cp>He said he didn’t take his classes seriously and often got in trouble. At first, he got in trouble at the academy, too. Once he threw wet toilet paper at a teacher.\u003c/p>\n\u003cp>“When I first came to school, I was frustrated,” he said. “School was like a joke to me.”\u003c/p>\n\u003cp>But Manjil said he gradually grew more motivated. He began to embrace the responsibilities the school gives it students, such as helping tidy classrooms and the school grounds. Now, he even enjoys helping his mom clean their house, he said.\u003c/p>\n\u003cp>The Trump administration’s anti-refugee policies have complicated the work of the school and the lives of its students. Since 2016, the government has drastically reduced the number of refugees resettled in the United States. That year, the United States admitted nearly 85,000 refugees; \u003ca href=\"https://www.washingtonpost.com/politics/trump-administration-proposes-slashing-refugee-limit-for-the-third-consecutive-year-to-a-historic-low-of-18000/2019/09/26/3a554a60-e0a4-11e9-be96-6adb81821e90_story.html\">next year it will admit 18,000\u003c/a>, an historic low.\u003c/p>\n\u003cp>Mufleh said she is optimistic that those cuts won’t dim the school’s future. Atlanta, Columbus and Cleveland all have significant refugee populations and are expected to remain hubs for resettlement, she said.\u003c/p>\n\u003cp>But many Fugees Academy students are painfully aware of the anti-refugee sentiment that often bubbles up, particularly on social media. Mufleh recalled a student texting her a picture of a flyer circulating online that threatened harm to Muslims.\u003c/p>\n\u003cp>“It’s tough on our staff and our faculty and team that are on the frontlines; they bear the brunt of that,” said Mufleh. “You have to stay in control most of the time and present the united front and not fly off the handle on what’s going on.”\u003c/p>\n\u003cp>It’s grown harder to gain the trust of parents, too, school leaders said. That’s where the employees’ diversity comes into play: Often staff can speak directly with prospective parents in their native tongues and help them feel comfortable. According to Mufleh, just 15 percent of students’ parents have finished middle school.\u003c/p>\n\u003cp>In George’s sixth grade classroom, students finished up their phonics lesson. George has taught English for 19 years in public schools. Never has she been so mindful of just how fast her students need to learn and how far they need to go, she said.\u003c/p>\n\u003cp>“Every minute,” she said, “has to count.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003cem>\u003ca href=\"https://hechingerreport.org/school-network-takes-turbocharged-approach-to-education-for-refugee-students/\">Fugees Academy\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Fugees Academy, perhaps the nation’s only school to serve refugees exclusively, tries to pack three years of English into one. The school only serves refugees and it does so by helping students return to the basics of learning English and by focusing on students’ social and emotional needs.\r\n\r\n ","status":"publish","parent":0,"modified":1577116726,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":2216},"headData":{"title":"School Network Takes Turbocharged Approach to Education for Refugee Students | KQED","description":"Fugees Academy, perhaps the nation’s only school to serve refugees exclusively, tries to pack three years of English into one. The school only serves refugees and it does so by helping students return to the basics of learning English and by focusing on students’ social and emotional needs.\r\n\r\n ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"School Network Takes Turbocharged Approach to Education for Refugee Students","datePublished":"2019-12-23T15:58:46.000Z","dateModified":"2019-12-23T15:58:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55098 https://ww2.kqed.org/mindshift/?p=55098","disqusUrl":"https://ww2.kqed.org/mindshift/2019/12/23/school-network-takes-turbocharged-approach-to-education-for-refugee-students/","disqusTitle":"School Network Takes Turbocharged Approach to Education for Refugee Students","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Aaricka Washington, The Hechinger Report\u003c/a>","path":"/mindshift/55098/school-network-takes-turbocharged-approach-to-education-for-refugee-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about\u003c/em> \u003cem>Fugees Academy was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>COLUMBUS, Ohio — Mariam was on a roll. A bubbly sixth grader in a bright pink hijab, she sat in a semi-circle with her four classmates, trying to identify as many words with a long “a” vowel sound as she could.\u003c/p>\n\u003cp>“Rake,” she said.\u003c/p>\n\u003cp>“Rake — perfect,” Sharon George, her teacher, said encouragingly. “So, take your yellow marker and highlight the ‘a’ in rake.”\u003c/p>\n\u003cp>The English language, George told her students, is hard. The rules of pronunciation and grammar are complicated and full of exceptions. It can be difficult for students who’ve grown up in the United States — let alone those who’ve only just arrived after having their learning disrupted by war and conflict.\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>The students in George’s class are all refugees. Mariam came to the United States from Sudan. Her classmates are from Somalia, Syria, Burundi and Nepal. They have chosen this school, Fugees Academy, for its explicit focus on serving young refugee students and helping them through high school and into college.\u003c/p>\n\u003cp>Fugees Academy is perhaps the only school in the nation to enroll refugee students exclusively. It was founded on the belief that these learners need more focused attention than they often receive in traditional public schools, and that they need to go back to basics to learn English. Fugees (its name is a play on “refugees”) tries to squeeze in many of the elements of a K-8 curriculum into three years of middle school, helping students learn two to three years of the English language in one. The school also places an emphasis on helping students overcome trauma they may have faced on their journey to the United States.\u003c/p>\n\u003cfigure id=\"attachment_55101\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-55101\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/fugees-art-500x0-c-default.png\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/fugees-art-500x0-c-default.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/fugees-art-500x0-c-default-160x107.png 160w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">Arts are a central focus of the curriculum at the Fugees Academy, a school network serving refugees. \u003ccite>(Aaricka Washington/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The academy is tiny but growing. Its original Atlanta campus has 89 students and there are 42 at a new school in Columbus, Ohio, which opened last year. Two additional schools are in the works. Early results are encouraging: The Atlanta high school’s graduation rate is 92 percent and 74 percent of graduates have gone on to college, according to Luma Mufleh, its founder. And yet, the school is expanding at a moment when the political climate in the United States has grown increasingly hostile to refugees, adding to the social and emotional challenges of its students and elevating the need for the non-academic work the school specializes in.\u003c/p>\n\u003cp>“We do a lot of work of explaining what they are hearing and seeing and reassuring them that this country does want them and the bulk of America believes in them, but sometimes it’s hard,” Mufleh said.\u003c/p>\n\u003cp>Mufleh, whose mother was a Syrian refugee, grew up in Jordan, and moved to the United States for college in the early 1990s. In 2004, while working as a café owner near Atlanta, she stumbled on a group of boys playing soccer. She learned that they’d moved to the U.S. from countries like Afghanistan and Liberia. She began coaching them, founding a soccer program. Later, when she discovered that some of the boys were receiving good grades in school even though they couldn’t read English, she decided to start a school as well.\u003c/p>\n\u003cfigure id=\"attachment_55102\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-55102\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Fugees-hall-500x0-c-default.png\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Fugees-hall-500x0-c-default.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Fugees-hall-500x0-c-default-160x107.png 160w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">The Fugees’ Columbus school opened last year for sixth graders. By 2020, the school network will have a total of four schools. \u003ccite>(Aaricka Washington/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With help from private donors, she opened her first school in 2007 in the Atlanta suburbs. Serving grades 6 through 12, the private institution graduated 22 students in its first four years. Last year, Mufleh opened the Columbus school, offering classes for sixth grade only. The school will add a grade each year, with the goal of eventually growing to three times the size of the Atlanta school. Mufleh hopes to add a third school in Cleveland, Ohio in 2020; a second Georgia school recently won approval from the state. The newer schools are set up as public charter schools; the Ohio institutions will be funded primarily by a state voucher program.\u003c/p>\n\u003cp>Vouchers and charter schools are controversial because they draw money away from the traditional public school system, which educates the vast majority of U.S. students. But Mufleh said the private and charter models offer far more flexibility. Traditional public schools, for example, cannot focus exclusively on refugees, because they are not allowed to ask students about their immigration status over concerns it could lead to discrimination, said Julie Sugarman, a senior policy analyst at the nonprofit Migration Policy Institute.\u003c/p>\n\u003cp>Schools that cater to special populations like refugees can also educate students at grade levels that are years behind their age. Mufleh said that approach is key to helping refugee students achieve academically. Often, when refugee students arrive in the United States, they are placed temporarily in “newcomer centers” where they learn alongside similarly situated students for a period of time. Within six months or so, they are moved to regular classes. But the students are grouped by age, not by their skill-level, and teachers don’t have the time to help them catch up in English and other areas, Mufleh said.\u003c/p>\n\u003cp>Emily Futransky, chief academic officer of Fugees Family, the nonprofit that runs the academy, tries to identify instructional methods to help the school meet the educational needs of young refugees. Finding a curriculum that addresses the students’ skill level while acknowledging their age can be difficult. For example, the school uses phonics, an approach often geared toward elementary schoolers, to teach sixth graders to read. Futransky said the school has received pushback for her use of the early elementary method, which helps kids connect sounds to letters.\u003c/p>\n\u003cp>One source of criticism has come from the education company responsible for the phonics curriculum, Wilson Language Training’s Fundations, Futransky said. But she and her colleagues say the school has evidence that older kids can benefit from the K-3 program, too. “We meet the students where they are at,” said Mufleh, who noted that she’s seen kids who weren’t reading at age 11 or 12 advance several grade levels in a year. (In an email, Angela Penfold, senior director of strategic program development at Wilson, said, “The school will know best what is needed to teach its unique student population.”)\u003c/p>\n\u003cfigure id=\"attachment_55100\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55100\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Sharon-George.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Sharon-George.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Sharon-George-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Sharon-George-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Sharon-George-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Sharon-George-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Sharon-George-1200x800.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Sharon George has taught English for 19 years. At Fugees, she uses phonics to help English language learners grasp the basics in order to catch up to their peers. \u003ccite>(Aaricka Washington/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sugarman said that the newcomer centers vary in quality, like all schools and programs. And she said that grouping refugee kids in their own school may be necessary, even though it could exacerbate their separation from other students. “We have such a shortage of teachers who understand how to do English language learner instruction that incorporates language development into academic content development,” she said. “I am more concerned with kids getting appropriate instruction, especially at the beginner levels, than I am about the fact that they’re being segregated.”\u003c/p>\n\u003cp>On a recent weekday, three staff members greeted students at the front doors of St. Andrew Presbyterian Church, the one-story building that houses the Fugees school. After saying hello to their teachers, the students hustled through the building’s brown doors and into the cafeteria where they ate breakfast and lined up according to their “house,” akin to an advisory group.\u003c/p>\n\u003cp>The school day runs from 8 a.m. to 6 p.m. It starts with yoga and ends with soccer practice and after-school tutoring. Fugees Academy runs year-round, with six weeks of summer programming. The idea is to pack in as much as possible so students have the opportunity to catch up with — and outpace — their peers.\u003c/p>\n\u003cp>Lewis Makor, 27, is the school’s co-leader for the Columbus campus. A Sudanese refugee with a calm, warm disposition, he was among the first six students to attend the Atlanta school when it opened in 2007. Back then, Fugees only offered classes for middle school students, so after he finished eighth grade, Makor attended high school at his neighborhood public school. He went to college for two years, but dropped out and struggled to hold a job. Mufleh called him last year and told him she needed his help for the new school.\u003c/p>\n\u003cp>Mufleh said she makes a point of hiring Fugees graduates and other refugees. She wants students to be able to see people who look like them in positions of authority. About 30 percent of Fugees’ employees are foreign-born.\u003c/p>\n\u003cp>One recent weekday in Columbus, students twisted into different positions as Kassandra Young, the school’s yoga instructor, led them through each move, reminding them to inhale and exhale. Yoga gives students time for self-reflection, which is vital for students who’ve faced trauma, she explained.\u003c/p>\n\u003cp>In arts class, teachers encourage students to present their projects and critique each other’s work. That helps students develop communication skills and the ability to interact with each other, teachers here said. Fugees Academy also helps celebrate students’ cultural identities by holding monthly potlucks and integrating books from different cultures into the curriculum (students are reading Middle Eastern and South Korean versions of Little Red Riding Hood, for example). Accents are celebrated rather than being seen as something to poke fun at. Each afternoon students gather in the cafeteria for “accountability time,” where they share news about the day and process what’s gone right and wrong.\u003c/p>\n\u003cp>“Academic achievement is important for us, but it’s also about belonging and integration and our students making sense of this new country,” said Mufleh.\u003c/p>\n\u003cp>Each summer, Mufleh and her staff make a push to recruit new students. They go into neighborhoods and knock on doors. Some of the students they enroll have just arrived from abroad, while others have spent years in U.S. schools.\u003c/p>\n\u003cp>Manjil, a 13-year-old from Nepal, enrolled in Fugees Academy after three years at a traditional public school that focuses on English language learners. When he started at Fugees, he was still reading at roughly a kindergarten level.\u003c/p>\n\u003cp>He said he didn’t take his classes seriously and often got in trouble. At first, he got in trouble at the academy, too. Once he threw wet toilet paper at a teacher.\u003c/p>\n\u003cp>“When I first came to school, I was frustrated,” he said. “School was like a joke to me.”\u003c/p>\n\u003cp>But Manjil said he gradually grew more motivated. He began to embrace the responsibilities the school gives it students, such as helping tidy classrooms and the school grounds. Now, he even enjoys helping his mom clean their house, he said.\u003c/p>\n\u003cp>The Trump administration’s anti-refugee policies have complicated the work of the school and the lives of its students. Since 2016, the government has drastically reduced the number of refugees resettled in the United States. That year, the United States admitted nearly 85,000 refugees; \u003ca href=\"https://www.washingtonpost.com/politics/trump-administration-proposes-slashing-refugee-limit-for-the-third-consecutive-year-to-a-historic-low-of-18000/2019/09/26/3a554a60-e0a4-11e9-be96-6adb81821e90_story.html\">next year it will admit 18,000\u003c/a>, an historic low.\u003c/p>\n\u003cp>Mufleh said she is optimistic that those cuts won’t dim the school’s future. Atlanta, Columbus and Cleveland all have significant refugee populations and are expected to remain hubs for resettlement, she said.\u003c/p>\n\u003cp>But many Fugees Academy students are painfully aware of the anti-refugee sentiment that often bubbles up, particularly on social media. Mufleh recalled a student texting her a picture of a flyer circulating online that threatened harm to Muslims.\u003c/p>\n\u003cp>“It’s tough on our staff and our faculty and team that are on the frontlines; they bear the brunt of that,” said Mufleh. “You have to stay in control most of the time and present the united front and not fly off the handle on what’s going on.”\u003c/p>\n\u003cp>It’s grown harder to gain the trust of parents, too, school leaders said. That’s where the employees’ diversity comes into play: Often staff can speak directly with prospective parents in their native tongues and help them feel comfortable. According to Mufleh, just 15 percent of students’ parents have finished middle school.\u003c/p>\n\u003cp>In George’s sixth grade classroom, students finished up their phonics lesson. George has taught English for 19 years in public schools. Never has she been so mindful of just how fast her students need to learn and how far they need to go, she said.\u003c/p>\n\u003cp>“Every minute,” she said, “has to count.”\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>This story about\u003c/em> \u003cem>\u003ca href=\"https://hechingerreport.org/school-network-takes-turbocharged-approach-to-education-for-refugee-students/\">Fugees Academy\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55098/school-network-takes-turbocharged-approach-to-education-for-refugee-students","authors":["byline_mindshift_55098"],"categories":["mindshift_192"],"tags":["mindshift_20851","mindshift_20784","mindshift_1040","mindshift_21323"],"featImg":"mindshift_55104","label":"mindshift"},"mindshift_54962":{"type":"posts","id":"mindshift_54962","meta":{"index":"posts_1591205157","site":"mindshift","id":"54962","score":null,"sort":[1575186631000]},"guestAuthors":[],"slug":"these-students-speak-perfect-spanglish-and-now-theyre-learning-to-own-it","title":"These Students Speak Perfect Spanglish — And Now They're Learning To Own It","publishDate":1575186631,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Porfa please. Pero like. Janguear \u003c/em>(to hang out).\u003c/p>\n\u003cp>These Spanglish phrases are all the results of contact between Spanish and English. In a Texas college classroom, students are learning that Spanglish — a version of Spanish that's influenced by English — is just as valid as any other Spanish dialect.\u003c/p>\n\u003cp>\"What history teaches us is that the only constant is change,\" explains Meghann Peace, who teaches this class primarily in Spanish at St. Mary's University in San Antonio. \"When two or more languages are in constant geographic and social contact, there will always be linguistic consequences.\"\u003c/p>\n\u003cp>And yet Spanglish, or U.S. Spanish, is sometimes looked down upon by native speakers of both languages. Even in a state like Texas, where nearly 30% of the population speaks Spanish at home, there's a perception that it's better to speak \"pure Spanish.\"\u003c/p>\n\u003cp>Peace is teaching her students — who mostly grew up speaking a mix of Spanish and English — to challenge those negative perceptions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I think the one that judges me the most is myself,\" says freshman Angie Bravo, 18.\u003c/p>\n\u003cp>Bravo grew up in Laredo, Texas, just across the border from Mexico. Her first language was Spanish, and she wishes she were better at it. But this semester, she's learning there's nothing wrong with the way she speaks the language. It's just a different dialect from the one spoken in Madrid or Mexico City.\u003c/p>\n\u003cp>\u003cstrong>The pressure to be perfect\u003c/strong>\u003c/p>\n\u003cp>U.S. Spanish has been in college course catalogs for several years. According to a 2016 survey from New Mexico State University, more than 40 colleges across the country are teaching about it.\u003c/p>\n\u003cp>Peace asks her students if they ever get negative reactions when they speak U.S. Spanish.\u003c/p>\n\u003cp>Mary Villines, a biology major from the Rio Grande Valley, says she does. She says people who speak only Spanish or English will sometimes assume she doesn't speak their language well and correct her.\u003c/p>\n\u003cp>\"But what bothers me is that they only speak one language,\" Villines explains in Spanish. \"How are you going to correct me when you don't even know what I'm saying?\"\u003c/p>\n\u003cp>Elisha Carrillo, an international and global studies major, also feels the pressure to speak flawlessly.\u003c/p>\n\u003cp>\"I think people get confused because they assume if you're brown, you speak perfect Spanish,\" she says after class. \"People everywhere just expect you to be a certain way because of how you look.\"\u003c/p>\n\u003cp>Carrillo's family has lived in San Antonio for generations. She says her mom and grandma speak Spanish, but they didn't really teach it to her. Instead, Carrillo learned the language in school.\u003c/p>\n\u003cp>\"My grandparents talk a lot about being discriminated in school for speaking Spanish,\" Carrillo says.\u003c/p>\n\u003cp>There's a long history of \"English only\" policies in some American schools, \u003ca href=\"https://www.npr.org/2017/10/20/558739863/the-day-a-texas-school-held-a-funeral-for-the-spanish-language\">including in Texas\u003c/a>.\u003c/p>\n\u003cp>\"I think, just like subconsciously, they think, 'Oh, we're not supposed to speak that.' \"\u003c/p>\n\u003cp>\u003cstrong>\"Should I be Hispanic, or should I be American?\"\u003c/strong>\u003c/p>\n\u003cp>Spanglish isn't the only dialect that has popped up from contact between two languages — there's also \u003ca href=\"https://www.theguardian.com/education/2015/mar/11/a-quick-guide-to-speaking-franglais\">Franglais\u003c/a>, \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ720543.pdf\">Taglish\u003c/a> and \u003ca href=\"http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.138.5703&rep=rep1&type=pdf\">Portuñol\u003c/a>.\u003c/p>\n\u003cp>And while Spanglish is sometimes thought of as a random mishmash of two languages, Peace tells her class the dialect is actually very systematic. She says its speakers follow both languages' rules when they code-switch.\u003c/p>\n\u003cp>She writes an example on the classroom's whiteboard — the phrase \"a girl who was walking her dog.\" In Spanish, it would be \"una chica que estaba paseando su perro.\" One way to say it in Spanglish: \"una girl que estaba walking her dog.\"\u003c/p>\n\u003cp>Then she gives an example of a sentence that doesn't work as well in Spanglish: \"I already told you the most interesting story.\" In Spanish, it would be, \"Ya te dije la historia más interesante.\" Peace says this one is harder to translate into Spanglish because it has a different sentence structure in Spanish and English.\u003c/p>\n\u003cp>\"Bilingual speakers have to know both languages very, very well in order to code-switch in the same sentence,\" she explains in Spanish.\u003c/p>\n\u003cp>That lesson resonates with Bravo, who grew up near the border.\u003c/p>\n\u003cp>\"It's taught me to be a lot more accepting,\" Bravo says.\u003c/p>\n\u003cp>\"I didn't really take into account the rules that we don't speak about but we understand.\"\u003c/p>\n\u003cp>For Bravo, language is intertwined with identity.\u003c/p>\n\u003cp>\"When I was growing up, I had a lot of issues [around] being Hispanic. I didn't understand, like, what does it mean to be Hispanic? Should I be Hispanic, or should I be American? And so I think it's because I struggled with that that I want to be able to do both,\" Bravo says. \"To be able to speak Spanglish is to be able to say to people that I am Mexican American, and that's OK.\"\u003c/p>\n\u003cp>Peace has one thing to say to those who believe Spanglish is an attack on a \"pure\" language: \"A standard dialect is simply the standard because the people who are in power made it the standard.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Pure languages, she says, don't exist.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 Texas Public Radio. To see more, visit \u003ca href=\"https://www.tpr.org/\">Texas Public Radio\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+Students+Speak+Perfect+Spanglish+%E2%80%94+And+Now+They%27re+Learning+To+Own+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"\"To be able to speak Spanglish is to be able to say to people that I am Mexican American, and that's OK,\" says college freshman Angie Bravo.","status":"publish","parent":0,"modified":1575273293,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":873},"headData":{"title":"These Students Speak Perfect Spanglish — And Now They're Learning To Own It | KQED","description":""To be able to speak Spanglish is to be able to say to people that I am Mexican American, and that's OK," says college freshman Angie Bravo.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"These Students Speak Perfect Spanglish — And Now They're Learning To Own It","datePublished":"2019-12-01T07:50:31.000Z","dateModified":"2019-12-02T07:54:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54962 https://ww2.kqed.org/mindshift/?p=54962","disqusUrl":"https://ww2.kqed.org/mindshift/2019/11/30/these-students-speak-perfect-spanglish-and-now-theyre-learning-to-own-it/","disqusTitle":"These Students Speak Perfect Spanglish — And Now They're Learning To Own It","nprByline":"Camille Phillips","nprImageAgency":"Jacqueline Alcántara for NPR","nprStoryId":"775035698","nprApiLink":"http://api.npr.org/query?id=775035698&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/11/29/775035698/these-students-speak-perfect-spanglish-and-now-theyre-learning-to-own-it?ft=nprml&f=775035698","nprRetrievedStory":"1","nprPubDate":"Fri, 29 Nov 2019 11:00:00 -0500","nprStoryDate":"Fri, 29 Nov 2019 11:00:18 -0500","nprLastModifiedDate":"Fri, 29 Nov 2019 11:00:18 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2019/10/20191025_me_students_challenge_negative_perceptions_of_spanglish.mp3?orgId=188&topicId=1013&d=210&story=775035698&ft=nprml&f=775035698","nprAudioM3u":"http://api.npr.org/m3u/1783472079-dbb37d.m3u?orgId=188&topicId=1013&d=210&story=775035698&ft=nprml&f=775035698","path":"/mindshift/54962/these-students-speak-perfect-spanglish-and-now-theyre-learning-to-own-it","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2019/10/20191025_me_students_challenge_negative_perceptions_of_spanglish.mp3?orgId=188&topicId=1013&d=210&story=775035698&ft=nprml&f=775035698","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Porfa please. Pero like. Janguear \u003c/em>(to hang out).\u003c/p>\n\u003cp>These Spanglish phrases are all the results of contact between Spanish and English. In a Texas college classroom, students are learning that Spanglish — a version of Spanish that's influenced by English — is just as valid as any other Spanish dialect.\u003c/p>\n\u003cp>\"What history teaches us is that the only constant is change,\" explains Meghann Peace, who teaches this class primarily in Spanish at St. Mary's University in San Antonio. \"When two or more languages are in constant geographic and social contact, there will always be linguistic consequences.\"\u003c/p>\n\u003cp>And yet Spanglish, or U.S. Spanish, is sometimes looked down upon by native speakers of both languages. Even in a state like Texas, where nearly 30% of the population speaks Spanish at home, there's a perception that it's better to speak \"pure Spanish.\"\u003c/p>\n\u003cp>Peace is teaching her students — who mostly grew up speaking a mix of Spanish and English — to challenge those negative perceptions.\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 think the one that judges me the most is myself,\" says freshman Angie Bravo, 18.\u003c/p>\n\u003cp>Bravo grew up in Laredo, Texas, just across the border from Mexico. Her first language was Spanish, and she wishes she were better at it. But this semester, she's learning there's nothing wrong with the way she speaks the language. It's just a different dialect from the one spoken in Madrid or Mexico City.\u003c/p>\n\u003cp>\u003cstrong>The pressure to be perfect\u003c/strong>\u003c/p>\n\u003cp>U.S. Spanish has been in college course catalogs for several years. According to a 2016 survey from New Mexico State University, more than 40 colleges across the country are teaching about it.\u003c/p>\n\u003cp>Peace asks her students if they ever get negative reactions when they speak U.S. Spanish.\u003c/p>\n\u003cp>Mary Villines, a biology major from the Rio Grande Valley, says she does. She says people who speak only Spanish or English will sometimes assume she doesn't speak their language well and correct her.\u003c/p>\n\u003cp>\"But what bothers me is that they only speak one language,\" Villines explains in Spanish. \"How are you going to correct me when you don't even know what I'm saying?\"\u003c/p>\n\u003cp>Elisha Carrillo, an international and global studies major, also feels the pressure to speak flawlessly.\u003c/p>\n\u003cp>\"I think people get confused because they assume if you're brown, you speak perfect Spanish,\" she says after class. \"People everywhere just expect you to be a certain way because of how you look.\"\u003c/p>\n\u003cp>Carrillo's family has lived in San Antonio for generations. She says her mom and grandma speak Spanish, but they didn't really teach it to her. Instead, Carrillo learned the language in school.\u003c/p>\n\u003cp>\"My grandparents talk a lot about being discriminated in school for speaking Spanish,\" Carrillo says.\u003c/p>\n\u003cp>There's a long history of \"English only\" policies in some American schools, \u003ca href=\"https://www.npr.org/2017/10/20/558739863/the-day-a-texas-school-held-a-funeral-for-the-spanish-language\">including in Texas\u003c/a>.\u003c/p>\n\u003cp>\"I think, just like subconsciously, they think, 'Oh, we're not supposed to speak that.' \"\u003c/p>\n\u003cp>\u003cstrong>\"Should I be Hispanic, or should I be American?\"\u003c/strong>\u003c/p>\n\u003cp>Spanglish isn't the only dialect that has popped up from contact between two languages — there's also \u003ca href=\"https://www.theguardian.com/education/2015/mar/11/a-quick-guide-to-speaking-franglais\">Franglais\u003c/a>, \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ720543.pdf\">Taglish\u003c/a> and \u003ca href=\"http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.138.5703&rep=rep1&type=pdf\">Portuñol\u003c/a>.\u003c/p>\n\u003cp>And while Spanglish is sometimes thought of as a random mishmash of two languages, Peace tells her class the dialect is actually very systematic. She says its speakers follow both languages' rules when they code-switch.\u003c/p>\n\u003cp>She writes an example on the classroom's whiteboard — the phrase \"a girl who was walking her dog.\" In Spanish, it would be \"una chica que estaba paseando su perro.\" One way to say it in Spanglish: \"una girl que estaba walking her dog.\"\u003c/p>\n\u003cp>Then she gives an example of a sentence that doesn't work as well in Spanglish: \"I already told you the most interesting story.\" In Spanish, it would be, \"Ya te dije la historia más interesante.\" Peace says this one is harder to translate into Spanglish because it has a different sentence structure in Spanish and English.\u003c/p>\n\u003cp>\"Bilingual speakers have to know both languages very, very well in order to code-switch in the same sentence,\" she explains in Spanish.\u003c/p>\n\u003cp>That lesson resonates with Bravo, who grew up near the border.\u003c/p>\n\u003cp>\"It's taught me to be a lot more accepting,\" Bravo says.\u003c/p>\n\u003cp>\"I didn't really take into account the rules that we don't speak about but we understand.\"\u003c/p>\n\u003cp>For Bravo, language is intertwined with identity.\u003c/p>\n\u003cp>\"When I was growing up, I had a lot of issues [around] being Hispanic. I didn't understand, like, what does it mean to be Hispanic? Should I be Hispanic, or should I be American? And so I think it's because I struggled with that that I want to be able to do both,\" Bravo says. \"To be able to speak Spanglish is to be able to say to people that I am Mexican American, and that's OK.\"\u003c/p>\n\u003cp>Peace has one thing to say to those who believe Spanglish is an attack on a \"pure\" language: \"A standard dialect is simply the standard because the people who are in power made it the standard.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Pure languages, she says, don't exist.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 Texas Public Radio. To see more, visit \u003ca href=\"https://www.tpr.org/\">Texas Public Radio\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+Students+Speak+Perfect+Spanglish+%E2%80%94+And+Now+They%27re+Learning+To+Own+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54962/these-students-speak-perfect-spanglish-and-now-theyre-learning-to-own-it","authors":["byline_mindshift_54962"],"categories":["mindshift_192"],"tags":["mindshift_20851","mindshift_20784","mindshift_1040","mindshift_815","mindshift_21312","mindshift_21313"],"featImg":"mindshift_54963","label":"mindshift"},"mindshift_54045":{"type":"posts","id":"mindshift_54045","meta":{"index":"posts_1591205157","site":"mindshift","id":"54045","score":null,"sort":[1564985664000]},"guestAuthors":[],"slug":"coming-to-america-our-best-student-podcasts-about-immigration","title":"Coming To America: Our Best Student Podcasts About Immigration","publishDate":1564985664,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Fahmo Abdi and her family immigrated to the United States from Kenya, they lost contact with all of their loved ones. While living in a refugee camp, Abdi's mother decided to move her family to the United States in search of a better life. \"She knew she had to work hard to provide for us and [for] her family back home,\" Abdi recalls.\u003c/p>\n\u003cp>But once they arrived, it was difficult to stay in touch. After eight years of attempting to contact relatives in Kenya, Abdi's mother learned that her brother — Abdi's uncle — was still alive.\u003c/p>\n\u003cp>\"But he was really struggling and he was like a stranger,\" she says. \"Their relationship will never be the same.\"\u003c/p>\n\u003cp>Nevertheless, she still considers her family fortunate: \"Not every immigrant gets to find their loved ones alive.\"\u003c/p>\n\u003cp>Abdi is now a sophomore at Auburn Riverside High School, east of Tacoma in Washington State, and she tells her story in an entry for NPR's Student Podcast Challenge.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/581155650\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>It's one of many we received, out of nearly 6,000 total, that touched on the lives and experiences of immigrants: stories of students struggling with adapting to life in the U.S., or their journeys to get here, or, in some cases, reaching back a generation or two to learn about where they came from.\u003c/p>\n\u003cp>Here are some of the standout student podcasts about immigration.\u003c/p>\n\u003cp>\u003cstrong>My Mother, My Hero\u003c/strong>\u003c/p>\n\u003cp>In this podcast, a ninth grader, Souleymane Diallo, interviews 12th grader Marwa Ahmad Jamshid, 11th grader Bibi Amina Safi, and 10th grader Djeinabou Diallo about their countries of origin, their journey to the United States with, as the title suggests, a special focus on their mothers.\u003c/p>\n\u003cp>Their entry, submitted by teacher Jeremy Dudley of Albany International Center, in Albany, N.Y., concludes with a piece of advice for their listeners: \"Love your parents. We are so busy growing up, we often forget that they are also growing old.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/597972384\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cstrong>Between Two Worlds\u003c/strong>\u003c/p>\n\u003cp>\"Is it possible to strike a balance between competing ideologies?\"\u003c/p>\n\u003cp>This is the question that 11th graders Alina Naseer and Umema Siddiqui discuss with 12th grader Efrain Citle-Palestino in their podcast.\u003c/p>\n\u003cp>Focusing on \"the culture clash that exists between immigrants and their children,\" the first-generation students talk about hard work, sacrifice, pressure and rebellion — all in the context of their relationship with their parents.\u003c/p>\n\u003cp>This entry was edited by 10th grader Benjamin Joseph, and was submitted by teacher Justin Shepherd of Walt Whitman High School in Huntington Station, N.Y.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/598099953\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cstrong>Foreign Natives\u003c/strong>\u003c/p>\n\u003cp>Eleventh-graders Somya Thakur, Sakeena Badrane, Meryem Marasli, and Grace Lee are also first-generation Americans, and they explored what it's like to grow up in an immigrant family in their podcast.\u003c/p>\n\u003cp>With the guidance of teacher Dave Morris at North Allegheny Senior High School in Wexford, Pa., the students delve into the feeling of being \"stuck between two cultures.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/598595985\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cstrong>Stories from Arkansas\u003c/strong>\u003c/p>\n\u003cp>Inti Rios, a ninth grader when she created her podcast, introduced us to guests from all over the world, including South Africa, Mexico, El Salvador and Colombia. In an entry submitted by teachers Sam Slaton and Ian Heung of Thaden School, in Bentonville, Ark., Rios shared the immigration stories of immigrants who now call Arkansas home. She asks listeners to remember that, \"We are all people. Legal or illegal. And most of all, we are all equal.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/598988214\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>You can find out more information about the NPR Student Podcast Challenge \u003c/em>\u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">\u003cem>here\u003c/em>\u003c/a>\u003cem>. You can read more about the winners \u003c/em>\u003ca href=\"https://www.npr.org/2019/05/15/721729850/periods-why-these-eighth-graders-arent-afraid-to-talk-about-them\">\u003cem>here\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://www.npr.org/2019/05/15/722236763/the-town-that-hanged-an-elephant-is-now-working-to-save-them\">\u003cem>here\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Coming+To+America%3A+Our+Best+Student+Podcasts+About+Immigration&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The NPR Student Podcast Challenge received dozens of submissions about immigration. The student podcasters shared their stories of hope, struggle and success.","status":"publish","parent":0,"modified":1564985664,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":792},"headData":{"title":"Coming To America: Our Best Student Podcasts About Immigration | KQED","description":"The NPR Student Podcast Challenge received dozens of submissions about immigration. The student podcasters shared their stories of hope, struggle and success.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Coming To America: Our Best Student Podcasts About Immigration","datePublished":"2019-08-05T06:14:24.000Z","dateModified":"2019-08-05T06:14:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54045 https://ww2.kqed.org/mindshift/?p=54045","disqusUrl":"https://ww2.kqed.org/mindshift/2019/08/04/coming-to-america-our-best-student-podcasts-about-immigration/","disqusTitle":"Coming To America: Our Best Student Podcasts About Immigration","nprImageCredit":"LA Johnson","nprByline":"Jacqueline Nkhonjera","nprImageAgency":"NPR","nprStoryId":"746677793","nprApiLink":"http://api.npr.org/query?id=746677793&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/08/03/746677793/coming-to-america-our-best-student-podcasts-about-immigration?ft=nprml&f=746677793","nprRetrievedStory":"1","nprPubDate":"Sat, 03 Aug 2019 08:57:00 -0400","nprStoryDate":"Sat, 03 Aug 2019 08:57:42 -0400","nprLastModifiedDate":"Sat, 03 Aug 2019 08:57:55 -0400","path":"/mindshift/54045/coming-to-america-our-best-student-podcasts-about-immigration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Fahmo Abdi and her family immigrated to the United States from Kenya, they lost contact with all of their loved ones. While living in a refugee camp, Abdi's mother decided to move her family to the United States in search of a better life. \"She knew she had to work hard to provide for us and [for] her family back home,\" Abdi recalls.\u003c/p>\n\u003cp>But once they arrived, it was difficult to stay in touch. After eight years of attempting to contact relatives in Kenya, Abdi's mother learned that her brother — Abdi's uncle — was still alive.\u003c/p>\n\u003cp>\"But he was really struggling and he was like a stranger,\" she says. \"Their relationship will never be the same.\"\u003c/p>\n\u003cp>Nevertheless, she still considers her family fortunate: \"Not every immigrant gets to find their loved ones alive.\"\u003c/p>\n\u003cp>Abdi is now a sophomore at Auburn Riverside High School, east of Tacoma in Washington State, and she tells her story in an entry for NPR's Student Podcast Challenge.\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='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/581155650&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/581155650'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>It's one of many we received, out of nearly 6,000 total, that touched on the lives and experiences of immigrants: stories of students struggling with adapting to life in the U.S., or their journeys to get here, or, in some cases, reaching back a generation or two to learn about where they came from.\u003c/p>\n\u003cp>Here are some of the standout student podcasts about immigration.\u003c/p>\n\u003cp>\u003cstrong>My Mother, My Hero\u003c/strong>\u003c/p>\n\u003cp>In this podcast, a ninth grader, Souleymane Diallo, interviews 12th grader Marwa Ahmad Jamshid, 11th grader Bibi Amina Safi, and 10th grader Djeinabou Diallo about their countries of origin, their journey to the United States with, as the title suggests, a special focus on their mothers.\u003c/p>\n\u003cp>Their entry, submitted by teacher Jeremy Dudley of Albany International Center, in Albany, N.Y., concludes with a piece of advice for their listeners: \"Love your parents. We are so busy growing up, we often forget that they are also growing old.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/597972384&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/597972384'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Between Two Worlds\u003c/strong>\u003c/p>\n\u003cp>\"Is it possible to strike a balance between competing ideologies?\"\u003c/p>\n\u003cp>This is the question that 11th graders Alina Naseer and Umema Siddiqui discuss with 12th grader Efrain Citle-Palestino in their podcast.\u003c/p>\n\u003cp>Focusing on \"the culture clash that exists between immigrants and their children,\" the first-generation students talk about hard work, sacrifice, pressure and rebellion — all in the context of their relationship with their parents.\u003c/p>\n\u003cp>This entry was edited by 10th grader Benjamin Joseph, and was submitted by teacher Justin Shepherd of Walt Whitman High School in Huntington Station, N.Y.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/598099953&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/598099953'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Foreign Natives\u003c/strong>\u003c/p>\n\u003cp>Eleventh-graders Somya Thakur, Sakeena Badrane, Meryem Marasli, and Grace Lee are also first-generation Americans, and they explored what it's like to grow up in an immigrant family in their podcast.\u003c/p>\n\u003cp>With the guidance of teacher Dave Morris at North Allegheny Senior High School in Wexford, Pa., the students delve into the feeling of being \"stuck between two cultures.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/598595985&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/598595985'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Stories from Arkansas\u003c/strong>\u003c/p>\n\u003cp>Inti Rios, a ninth grader when she created her podcast, introduced us to guests from all over the world, including South Africa, Mexico, El Salvador and Colombia. In an entry submitted by teachers Sam Slaton and Ian Heung of Thaden School, in Bentonville, Ark., Rios shared the immigration stories of immigrants who now call Arkansas home. She asks listeners to remember that, \"We are all people. Legal or illegal. And most of all, we are all equal.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/598988214&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/598988214'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>You can find out more information about the NPR Student Podcast Challenge \u003c/em>\u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">\u003cem>here\u003c/em>\u003c/a>\u003cem>. You can read more about the winners \u003c/em>\u003ca href=\"https://www.npr.org/2019/05/15/721729850/periods-why-these-eighth-graders-arent-afraid-to-talk-about-them\">\u003cem>here\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://www.npr.org/2019/05/15/722236763/the-town-that-hanged-an-elephant-is-now-working-to-save-them\">\u003cem>here\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Coming+To+America%3A+Our+Best+Student+Podcasts+About+Immigration&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54045/coming-to-america-our-best-student-podcasts-about-immigration","authors":["byline_mindshift_54045"],"categories":["mindshift_193"],"tags":["mindshift_20822","mindshift_20646","mindshift_20851","mindshift_397","mindshift_20784","mindshift_1040","mindshift_74","mindshift_21166"],"featImg":"mindshift_54046","label":"mindshift"}},"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. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png","officialWebsiteLink":"https://www.npr.org/podcasts/510313/how-i-built-this","airtime":"SUN 7:30pm-8pm","meta":{"site":"news","source":"npr"},"link":"/radio/program/how-i-built-this","subscribe":{"npr":"https://rpb3r.app.goo.gl/3zxy","apple":"https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2","tuneIn":"https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/","rss":"https://feeds.npr.org/510313/podcast.xml"}},"inside-europe":{"id":"inside-europe","title":"Inside Europe","info":"Inside Europe, a one-hour weekly news magazine hosted by Helen Seeney and Keith Walker, explores the topical issues shaping the continent. 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