California Schools Prepare for Thousands of Afghan Refugee Students
Is Extra Funding Helping English Learners? One School’s Contentious Decision
Rich Language Lessons Early On Are Vital for Kids Learning English
Avoiding the Dead End of Never Learning English
In California Schools, Thousands of English Language Learners Getting Stuck
Struggling With English, From Kindergarten to High School Graduation
With New Funds on the Horizon, It's Back to School for Adult Education
How California Schools Are Using Art to Boost Achievement
Breaking Down Language Barriers in a Sacramento Parking Lot
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Over 40% of the nation’s Afghan refugees have resettled in the Sacramento region in recent years, according to Jessie Tientcheu, chief executive officer of \u003ca href=\"https://www.openingdoorsinc.org/\">Opening Doors\u003c/a>, a resettlement agency based in Sacramento.\u003c/p>\n\u003cp>Elk Grove Unified School District began offering culturally appropriate meals and setting aside rooms in many of its middle and high schools for prayer during Muslim holidays in preparation for the additional Afghan students it expects in the next month. San Juan Unified is offering Saturday school for English learners, and Fremont Unified is planning to hire more translators.\u003c/p>\n\u003cp>Sacramento school officials have been meeting weekly with representatives from resettlement agencies to prepare for the students. \u003ca href=\"https://refugeeempowerment.org/resettlement/\">Resettlement agencies\u003c/a> partner with the federal government to ensure refugees have food, clothing and housing, as well as medical and mental health services, among other things, for 90 days after their arrival in a city. After that, school districts often take on the role of liaison between the family and social service organizations, offering translators and guidance.\u003c/p>\n\u003cp>“We connect with them when their 90 days are over,” said Cristina Burkhart, program specialist with the \u003ca href=\"https://www.sanjuan.edu/Page/47205\">refugee team at San Juan Unified\u003c/a>. “We help them in any way we can. We help them make doctor appointments, or translate for them so they can build that capacity and advocate for themselves.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sacramento-area school officials have been told to expect about 1,200 new students from Afghanistan to enroll in area schools in the next few months, but the number was estimated before more than 100,000 Afghans were evacuated and could be higher, Tientcheu said.\u003c/p>\n\u003cp>So far, California school district officials interviewed by EdSource reported only a trickle of refugee enrollments, but Tientcheu says many of the families that have already arrived are completing required vaccinations and medical appointments before enrolling their children in school. Some are living in temporary housing and are waiting to move to permanent homes before starting school.\u003c/p>\n\u003cp>California school districts with Afghan student populations are offering wraparound services for refugee families, including dedicated staff to enroll students in school, language classes for parents and students, and translators to help explain schoolwork or make medical appointments. Districts also refer families to community resources that provide food, housing and medical care, among other services.\u003c/p>\n\u003cp>Elk Grove Unified, a district of 63,000 students in south Sacramento County, has about 2,000 student refugees from Afghanistan, said Lisa Levasseur, a program specialist in the district’s Family and Community Engagement Department. The number of students started increasing about four years ago. Now, the Afghan population is the fastest-growing ethnicity in the district, Levasseur said. She said the refugees are sometimes attracted to the Elk Grove area because it has larger apartments that allow extended families to live together.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=news_11885908,news_11887273,arts_13902072]\u003c/p>\n\u003cp>District services for Afghan refugees have increased with their numbers. The district has opened two welcome centers, but Levasseur would like to open two more. At the center, families can enroll students in school, get referrals for social services or find tutoring help. District staff also help parents find jobs and operate support groups for family members.\u003c/p>\n\u003cp>Elk Grove staff who are interested in learning more about the cultural differences the Afghan students will face can take classes provided by the district.\u003c/p>\n\u003cp>“We are expanding our programs and constantly learning what is needed,” Levasseur said. “I’m meeting tomorrow with an organization that runs after-school sports and focuses on social-emotional development for refugees.”\u003c/p>\n\u003cp>Levasseur would like to start a soccer program for newcomers, like the one in nearby San Juan Unified. The San Juan soccer program was originally created for refugee students to provide social-emotional support and help integrate them into the school district. It provides cleats, shin guards and balls for each player — equipment too expensive for most refugee families — and teaches them soccer skills and holds tournaments.\u003c/p>\n\u003cp>“Parents enjoyed it because the parents are on the sidelines and they are making friends,” Burkhart said. “They are communicating with other people, and they are cheering. They have to bring chairs. They are learning.”\u003c/p>\n\u003cp>The district limited the number of players to 300 refugees until this school year when a grant allowed the district to expand the program to all English learners. Now the soccer program, which was scheduled to start Sept. 16, is expected to have 800 players from eight schools. The teams will be divided into two leagues that will play one another in tournaments in October and December, Burkhart said.\u003c/p>\n\u003cp>San Juan Unified, a district of 57,000 students, has 3,000 refugee students from Afghanistan — half of its English learner population. Students who have immigrated from other countries sometimes transfer to San Juan Unified from other districts because it has 60 bilingual staff members, 11 translators and 12 community resource assistants, as well as 100 students who speak both their language and English who work as after-school tutors, Burkhart said.\u003c/p>\n\u003cp>The district has a robust program for English learners, including a Saturday academy. The program, held twice a year for six to eight weeks, includes language development, self-esteem training, lessons about American norms, physical fitness and sometimes art and music classes. The academy is currently held at four schools, but district officials would like to double that number, Burkhart said. The district also offers after-school programs, including programs on wellness and robotics, as well as summer school for students who are English learners.\u003c/p>\n\u003cp>School districts fund refugee or newcomer programs from a number of different sources. In San Juan Unified, the program is funded with federal Title I money for lower-income students and Title III money for English learners and immigrants. The district also has grants from the California Health and Human Services Agency and uses some of its state Local Control Funding Formula dollars.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" tag=\"english-learners\"]\u003c/p>\n\u003cp>Once they come to an American school, Afghan students have to navigate American cultural norms, including, for example, unfamiliar dress in gym class.\u003c/p>\n\u003cp>Burkhart said one of the most difficult things to explain to the students and their parents is that attending school is required by law, that a school must be called when a child is going to be absent and students must stay on campus unless given permission to leave.\u003c/p>\n\u003cp>Ahmad Nimati, a school community refugee specialist on the team at San Juan, is one of the first people Afghan refugees see when they arrive at the San Juan Unified enrollment center. Nimati, an immigrant from Afghanistan, often translates for the families.\u003c/p>\n\u003cp>When the families arrive at the enrollment center, staff members give them welcome kits that include stationery, a backpack and other useful items, he said. They are offered tutoring, given the contact information for refugee support organizations and the link to a welcome video on YouTube.\u003c/p>\n\u003cp>Nimati said there are a lot of things for the students to get used to when they come to the United States. In Afghanistan, students attend school in three- to four-hour shifts and there are no libraries, cafeterias or gym classes, he said. Technology is scarce and there are no science or computer labs.\u003c/p>\n\u003cp>Members of the San Juan refugee team don’t just focus on the new students arriving. The team has spent evenings and weekends trying to contact the families of over two dozen students who were visiting relatives in Afghanistan when the Taliban took over. They are hoping to hear soon that they have been evacuated from the country.\u003c/p>\n\u003cp>Fremont Unified School District staff also have been working overtime to prepare for the new students. After school staff heard the news of the fall of the Afghan government, they immediately met to evaluate the services the district currently has for refugee students and to determine what types of services need to be added, said Christie Rocha, director of federal and state programs at the district.\u003c/p>\n\u003cp>Fremont has had a large Afghan population that goes back several generations, so an influx of refugees who want to move near family is expected, although officials at Fremont Unified aren’t certain how many will enroll.\u003c/p>\n\u003cp>The district offers a support group for newcomers, which provides them with language and academic support, as well as a curriculum to help them understand the norms in the United States. Every new arrival is given a picture dictionary in their primary language to help them learn English, as well as general school information and contact information for both their teacher and principal, Rocha said.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Christie Rocha, Fremont Unified School District director of federal and state programs\"]'We will welcome them with open arms. If they have any social-emotional, housing or basic necessity needs, we will connect them to the right resources.'[/pullquote]\u003c/p>\n\u003cp>Fremont Unified has two social workers who help connect refugee families with food, housing and mental health services, among other things. A staff member who speaks Farsi acts as the liaison between the district and families. Rocha would like to be able to hire more translators who speak either Pashto or Dari, which also is called Farsi.\u003c/p>\n\u003cp>“We will welcome them with open arms,” Rocha said. “If they have any social-emotional, housing or basic necessity needs, we will connect them to the right resources.”\u003c/p>\n\u003cp>Los Angeles Unified, which has more than 600,000 students, can’t say how many Afghan refugee students have enrolled in the district so far, but it is prepared to offer any who come academic, health and social-emotional services, said Lydia Acosta Stephens, executive director of multilingual and multicultural education.\u003c/p>\n\u003cp>Afghan refugee students are part of what the district calls international newcomers. Coaches and \u003ca href=\"https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/487/Title%20III%20Immigrant%20Newcomer%20Counselor%200533%20Belmont%20SH%20Deadline%2005%2014%2021.pdf\">counselors\u003c/a> who work directly with students and their families are assigned to 18 schools with a high number of newcomers, Stephens said.\u003c/p>\n\u003cp>The \u003ca href=\"https://achieve.lausd.net/weareone\">We Are One\u003c/a> L.A. Unified program offers immigrant families information in their language about the school district, its academic programs, their rights as parents and U.S. residents, health and wellness services and phone numbers for legal help. The district also has a summer program that focuses on language development for students who have been in the United States for two years or less. There is also a range of services on district campuses, including \u003ca href=\"https://achieve.lausd.net/Page/11905\">wellness centers\u003c/a> and after-school programs, Stephens said.\u003c/p>\n\u003cp>“We try to have a safety net in every type of setting,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This article was originally published by \u003ca href=\"https://edsource.org/2021/california-schools-prepare-for-thousands-of-aghan-refugee-students/661096\">EdSource\u003c/a>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"School districts throughout California are preparing to offer services ranging from translation to food to mental health support for Afghan refugees.","status":"publish","parent":0,"modified":1632776455,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1837},"headData":{"title":"California Schools Prepare for Thousands of Afghan Refugee Students | KQED","description":"School districts throughout California are preparing to offer services ranging from translation to food to mental health support for Afghan refugees.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11889134 https://ww2.kqed.org/news/?p=11889134","disqusUrl":"https://ww2.kqed.org/news/2021/09/20/california-schools-prepare-for-thousands-of-afghan-refugee-students/","disqusTitle":"California Schools Prepare for Thousands of Afghan Refugee Students","source":"EdSource","sourceUrl":"https://edsource.org/2021/california-schools-prepare-for-thousands-of-aghan-refugee-students/661096","nprByline":"Diana Lambert","path":"/news/11889134/california-schools-prepare-for-thousands-of-afghan-refugee-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In California, home to the largest number of Afghan refugees in the country, school officials are preparing for an influx of students who fled Afghanistan with their families after the Taliban seized power in the country last month.\u003c/p>\n\u003cp>Schools are especially busy in Sacramento and Fremont, which have two of the largest Afghan communities in the state. Over 40% of the nation’s Afghan refugees have resettled in the Sacramento region in recent years, according to Jessie Tientcheu, chief executive officer of \u003ca href=\"https://www.openingdoorsinc.org/\">Opening Doors\u003c/a>, a resettlement agency based in Sacramento.\u003c/p>\n\u003cp>Elk Grove Unified School District began offering culturally appropriate meals and setting aside rooms in many of its middle and high schools for prayer during Muslim holidays in preparation for the additional Afghan students it expects in the next month. San Juan Unified is offering Saturday school for English learners, and Fremont Unified is planning to hire more translators.\u003c/p>\n\u003cp>Sacramento school officials have been meeting weekly with representatives from resettlement agencies to prepare for the students. \u003ca href=\"https://refugeeempowerment.org/resettlement/\">Resettlement agencies\u003c/a> partner with the federal government to ensure refugees have food, clothing and housing, as well as medical and mental health services, among other things, for 90 days after their arrival in a city. After that, school districts often take on the role of liaison between the family and social service organizations, offering translators and guidance.\u003c/p>\n\u003cp>“We connect with them when their 90 days are over,” said Cristina Burkhart, program specialist with the \u003ca href=\"https://www.sanjuan.edu/Page/47205\">refugee team at San Juan Unified\u003c/a>. “We help them in any way we can. We help them make doctor appointments, or translate for them so they can build that capacity and advocate for themselves.”\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>Sacramento-area school officials have been told to expect about 1,200 new students from Afghanistan to enroll in area schools in the next few months, but the number was estimated before more than 100,000 Afghans were evacuated and could be higher, Tientcheu said.\u003c/p>\n\u003cp>So far, California school district officials interviewed by EdSource reported only a trickle of refugee enrollments, but Tientcheu says many of the families that have already arrived are completing required vaccinations and medical appointments before enrolling their children in school. Some are living in temporary housing and are waiting to move to permanent homes before starting school.\u003c/p>\n\u003cp>California school districts with Afghan student populations are offering wraparound services for refugee families, including dedicated staff to enroll students in school, language classes for parents and students, and translators to help explain schoolwork or make medical appointments. Districts also refer families to community resources that provide food, housing and medical care, among other services.\u003c/p>\n\u003cp>Elk Grove Unified, a district of 63,000 students in south Sacramento County, has about 2,000 student refugees from Afghanistan, said Lisa Levasseur, a program specialist in the district’s Family and Community Engagement Department. The number of students started increasing about four years ago. Now, the Afghan population is the fastest-growing ethnicity in the district, Levasseur said. She said the refugees are sometimes attracted to the Elk Grove area because it has larger apartments that allow extended families to live together.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11885908,news_11887273,arts_13902072"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>District services for Afghan refugees have increased with their numbers. The district has opened two welcome centers, but Levasseur would like to open two more. At the center, families can enroll students in school, get referrals for social services or find tutoring help. District staff also help parents find jobs and operate support groups for family members.\u003c/p>\n\u003cp>Elk Grove staff who are interested in learning more about the cultural differences the Afghan students will face can take classes provided by the district.\u003c/p>\n\u003cp>“We are expanding our programs and constantly learning what is needed,” Levasseur said. “I’m meeting tomorrow with an organization that runs after-school sports and focuses on social-emotional development for refugees.”\u003c/p>\n\u003cp>Levasseur would like to start a soccer program for newcomers, like the one in nearby San Juan Unified. The San Juan soccer program was originally created for refugee students to provide social-emotional support and help integrate them into the school district. It provides cleats, shin guards and balls for each player — equipment too expensive for most refugee families — and teaches them soccer skills and holds tournaments.\u003c/p>\n\u003cp>“Parents enjoyed it because the parents are on the sidelines and they are making friends,” Burkhart said. “They are communicating with other people, and they are cheering. They have to bring chairs. They are learning.”\u003c/p>\n\u003cp>The district limited the number of players to 300 refugees until this school year when a grant allowed the district to expand the program to all English learners. Now the soccer program, which was scheduled to start Sept. 16, is expected to have 800 players from eight schools. The teams will be divided into two leagues that will play one another in tournaments in October and December, Burkhart said.\u003c/p>\n\u003cp>San Juan Unified, a district of 57,000 students, has 3,000 refugee students from Afghanistan — half of its English learner population. Students who have immigrated from other countries sometimes transfer to San Juan Unified from other districts because it has 60 bilingual staff members, 11 translators and 12 community resource assistants, as well as 100 students who speak both their language and English who work as after-school tutors, Burkhart said.\u003c/p>\n\u003cp>The district has a robust program for English learners, including a Saturday academy. The program, held twice a year for six to eight weeks, includes language development, self-esteem training, lessons about American norms, physical fitness and sometimes art and music classes. The academy is currently held at four schools, but district officials would like to double that number, Burkhart said. The district also offers after-school programs, including programs on wellness and robotics, as well as summer school for students who are English learners.\u003c/p>\n\u003cp>School districts fund refugee or newcomer programs from a number of different sources. In San Juan Unified, the program is funded with federal Title I money for lower-income students and Title III money for English learners and immigrants. The district also has grants from the California Health and Human Services Agency and uses some of its state Local Control Funding Formula dollars.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","tag":"english-learners"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Once they come to an American school, Afghan students have to navigate American cultural norms, including, for example, unfamiliar dress in gym class.\u003c/p>\n\u003cp>Burkhart said one of the most difficult things to explain to the students and their parents is that attending school is required by law, that a school must be called when a child is going to be absent and students must stay on campus unless given permission to leave.\u003c/p>\n\u003cp>Ahmad Nimati, a school community refugee specialist on the team at San Juan, is one of the first people Afghan refugees see when they arrive at the San Juan Unified enrollment center. Nimati, an immigrant from Afghanistan, often translates for the families.\u003c/p>\n\u003cp>When the families arrive at the enrollment center, staff members give them welcome kits that include stationery, a backpack and other useful items, he said. They are offered tutoring, given the contact information for refugee support organizations and the link to a welcome video on YouTube.\u003c/p>\n\u003cp>Nimati said there are a lot of things for the students to get used to when they come to the United States. In Afghanistan, students attend school in three- to four-hour shifts and there are no libraries, cafeterias or gym classes, he said. Technology is scarce and there are no science or computer labs.\u003c/p>\n\u003cp>Members of the San Juan refugee team don’t just focus on the new students arriving. The team has spent evenings and weekends trying to contact the families of over two dozen students who were visiting relatives in Afghanistan when the Taliban took over. They are hoping to hear soon that they have been evacuated from the country.\u003c/p>\n\u003cp>Fremont Unified School District staff also have been working overtime to prepare for the new students. After school staff heard the news of the fall of the Afghan government, they immediately met to evaluate the services the district currently has for refugee students and to determine what types of services need to be added, said Christie Rocha, director of federal and state programs at the district.\u003c/p>\n\u003cp>Fremont has had a large Afghan population that goes back several generations, so an influx of refugees who want to move near family is expected, although officials at Fremont Unified aren’t certain how many will enroll.\u003c/p>\n\u003cp>The district offers a support group for newcomers, which provides them with language and academic support, as well as a curriculum to help them understand the norms in the United States. Every new arrival is given a picture dictionary in their primary language to help them learn English, as well as general school information and contact information for both their teacher and principal, Rocha said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'We will welcome them with open arms. If they have any social-emotional, housing or basic necessity needs, we will connect them to the right resources.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Christie Rocha, Fremont Unified School District director of federal and state programs","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fremont Unified has two social workers who help connect refugee families with food, housing and mental health services, among other things. A staff member who speaks Farsi acts as the liaison between the district and families. Rocha would like to be able to hire more translators who speak either Pashto or Dari, which also is called Farsi.\u003c/p>\n\u003cp>“We will welcome them with open arms,” Rocha said. “If they have any social-emotional, housing or basic necessity needs, we will connect them to the right resources.”\u003c/p>\n\u003cp>Los Angeles Unified, which has more than 600,000 students, can’t say how many Afghan refugee students have enrolled in the district so far, but it is prepared to offer any who come academic, health and social-emotional services, said Lydia Acosta Stephens, executive director of multilingual and multicultural education.\u003c/p>\n\u003cp>Afghan refugee students are part of what the district calls international newcomers. Coaches and \u003ca href=\"https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/487/Title%20III%20Immigrant%20Newcomer%20Counselor%200533%20Belmont%20SH%20Deadline%2005%2014%2021.pdf\">counselors\u003c/a> who work directly with students and their families are assigned to 18 schools with a high number of newcomers, Stephens said.\u003c/p>\n\u003cp>The \u003ca href=\"https://achieve.lausd.net/weareone\">We Are One\u003c/a> L.A. Unified program offers immigrant families information in their language about the school district, its academic programs, their rights as parents and U.S. residents, health and wellness services and phone numbers for legal help. The district also has a summer program that focuses on language development for students who have been in the United States for two years or less. There is also a range of services on district campuses, including \u003ca href=\"https://achieve.lausd.net/Page/11905\">wellness centers\u003c/a> and after-school programs, Stephens said.\u003c/p>\n\u003cp>“We try to have a safety net in every type of setting,” she 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>\u003ci>This article was originally published by \u003ca href=\"https://edsource.org/2021/california-schools-prepare-for-thousands-of-aghan-refugee-students/661096\">EdSource\u003c/a>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11889134/california-schools-prepare-for-thousands-of-afghan-refugee-students","authors":["byline_news_11889134"],"categories":["news_18540","news_8"],"tags":["news_29803","news_17766","news_21004"],"featImg":"news_11889170","label":"source_news_11889134"},"news_10953857":{"type":"posts","id":"news_10953857","meta":{"index":"posts_1591205157","site":"news","id":"10953857","score":null,"sort":[1463382354000]},"guestAuthors":[],"slug":"are-english-learners-benefitting-from-extra-state-funding-one-schools-contentious-decision","title":"Is Extra Funding Helping English Learners? One School’s Contentious Decision","publishDate":1463382354,"format":"image","headTitle":"Election 2016 | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/news/2016/06/16/ayudan-los-fondos-adicionales-a-los-que-aprenden-ingles-la-decision-contenciosa-de-una-escuela\" target=\"_blank\">Leer esto en Español\u003c/a>\u003cbr>\n\u003c/strong>\u003c/em>\u003cbr>\nA handful of first-graders sit cross-legged on a rainbow-colored rug with their eyes fixed on Katherine Craig, the reading specialist at \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> in Sacramento.\u003c/p>\n\u003cp>She’s in charge of a special program for struggling readers called \u003ca href=\"https://www.collaborativeclassroom.org/sipps\">Systematic Instruction in Phonological Awareness, Phonics and Sight Words\u003c/a> (SIPPS).\u003c/p>\n\u003cp>At the beginning of every class, Craig shuffles through a stack of flashcards and asks students to sound out letters and blend those sounds together.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>“It’s very scientific,” Craig says. “I almost feel like a doctor who gives a test, and you see what the prescription is. There’s a lot of repetition. I’ve been teaching this program for five years, and I always see students make a ton of growth.”\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/264385801\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Many of the students in Craig’s classes are English learners -- or those who speak English as a second language. Most speak Spanish at home, but others speak Hmong.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They get about 45 minutes of intense instruction four days a week on the basics of the English language. Teachers say this program is instrumental because it gives English learners the linguistic know-how to “crack the code” to more rigorous course content in their classrooms.\u003c/p>\n\u003cp>That’s why many of them were shocked when the principal scaled back the program last year. Before, there were four reading specialists. Now, they’re down to Craig.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch2>Join reporter Ana Tintocalis for an \u003ca href=\"https://www.instagram.com/kqednews/\">Instagram tour\u003c/a> of Oak Ridge Elementary, led by its students.\u003c/h2>\n\u003cp>\u003ca href=\"https://www.instagram.com/kqednews/\">\u003cimg src=\"http://u.s.kqed.net/2016/05/13/InstaTakeover375.jpg\">\u003c/a>\u003cbr>\n\u003c/p>\u003c/aside>\n\u003cp>Then, a few months ago, more bad news: Craig learned her position will be cut next year.\u003c/p>\n\u003cp>“The most valuable resource is a human resource,” Craig says. “Our kids really do benefit from getting extra support based on their needs. So it does make me just a little bit nervous about what is going to happen now.”\u003c/p>\n\u003cp>\u003cstrong>Tough Spending Decisions\u003c/strong>\u003c/p>\n\u003cp>Despite getting an extra $187,000 this year to help at-risk kids -- \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">the state’s new way of handing out money\u003c/a> -- Oak Ridge still has to make cuts because several other streams of funding are drying up.\u003c/p>\n\u003cp>A big chunk of the state money next year is paying for the school’s assistant principal. But some teachers argue specialists are more critical.\u003c/p>\n\u003cp>Fourth-grade teacher Stephanie Smith says there is a “hidden” population of English learners at Oak Ridge. They may speak English conversationally but they are not proficient academically. They’re also not proficient in their native language -- so they’re often stuck.\u003c/p>\n\u003cp>“I do think we do need more staff,” Smith says. “That’s a huge thing for me because a glossy cool curriculum is not going to make a difference unless we systematically figure out where we are going to put our human resources.”\u003c/p>\n\u003cfigure id=\"attachment_10955029\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/CraigClassroom-800x500.jpg\" alt=\"Katherine Craig has been teaching a special program for struggling readers at Oak Ridge Elementary for the past five years. Despite helping students make considerable academic gains, her position will be eliminated next year.\" width=\"800\" height=\"500\" class=\"size-medium wp-image-10955029\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-800x500.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-1180x738.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-960x600.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Katherine Craig has been teaching a special program for struggling readers at Oak Ridge Elementary for the past five years. Despite helping students make considerable academic gains, her position will be eliminated next year. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nine-year-old Kenya Vargas Zepeda is one English learner at Oak Ridge who still struggles. The fourth-grader was born in Mexico and went to preschool in that country. She has attended Oak Ridge since kindergarten and says her biggest obstacle is writing.\u003c/p>\n\u003cp>“When I was little, I used to have a lot of imagination in my head. I used to have all these ideas to write about,” Kenya says. “I don’t know what happened, but my thoughts aren’t that good anymore. And I don’t really know what to write down.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"llWeOaKbKMvfX69dRkVq6svymuD0LkqC\"]\u003c/p>\n\u003cp>Kenya's mother, April Ybarra, is an outspoken parent leader at Oak Ridge who is trying to hold the school and the \u003ca href=\"http://www.scusd.edu/\">Sacramento Unified School District\u003c/a> more accountable for how officials choose to spend additional state funding intended for English learners.\u003c/p>\n\u003cp>She and other education advocates worry that school leaders are simply funding existing people and programs without exploring other ways to approach school improvement for this specific group of students.\u003c/p>\n\u003cp>“Schools now have the freedom to spend this extra money. So it’s easy for them to say, ‘We should use this money to pay for a librarian.’ But, realistically, will that librarian help English learners more than a language specialist?” Ybarra asks.\u003c/p>\n\u003cp>In fact, that concern has reached a boiling point in two California school districts -- \u003ca href=\"https://www.aclusocal.org/aclu-socal-files-lawsuit-over-misappropriated-education-funds/\">Los Angeles\u003c/a> and \u003ca href=\"http://edsource.org/2016/complaint-says-district-must-revise-lcap-in-passing-big-pay-raise/562315\">West Contra Costa\u003c/a>.\u003c/p>\n\u003cp>Public interest law groups, including the \u003ca href=\"https://www.aclusocal.org/\">ACLU SoCal\u003c/a> and \u003ca href=\"http://www.publicadvocates.org/\">Public Advocates\u003c/a>, insist those districts are depriving English language learners of state funds that should be directed to their education.\u003c/p>\n\u003cp>\u003cstrong>English Learners Face Difficult Transition\u003c/strong>\u003c/p>\n\u003cp>At Oak Ridge, more English learners are transitioning to mainstream classes. However, \u003ca href=\"http://caaspp.cde.ca.gov/sb2015/ViewReport?ps=true&lstTestYear=2015&lstTestType=B&lstCounty=34&lstDistrict=67439-000&lstSchool=6034185\">state test results last year\u003c/a> show more than half of them are not meeting new academic standards called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>. The situation mirrors what is happening at schools across the state.\u003c/p>\n\u003cp>Educators say that’s because English learners enter the public school system at so many different levels of language proficiency.\u003c/p>\n\u003cfigure id=\"attachment_10955078\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/Kindergartners-800x532.jpg\" alt=\"A kindergarten student Oak Ridge Elementary School completes a writing assignment to hone her language skills.\" width=\"800\" height=\"532\" class=\"size-medium wp-image-10955078\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-1180x785.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-960x639.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A kindergarten student Oak Ridge Elementary School completes a writing assignment to hone her language skills. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I sat down with Oak Ridge principal \u003ca href=\"http://ww2.kqed.org/news/2016/03/21/budgeting-from-the-blacktop-how-one-school-is-trying-to-bridge-inequities\" target=\"_blank\">Daniel Rolleri\u003c/a> to find out why he eliminated the full-time language specialists in favor of putting state funds intended to help English learners toward an assistant principal.\u003c/p>\n\u003cp>He argues the assistant principal manages student behavior problems at school, which helps all children -- including English learners -- focus on learning. He says students struggling with English will get support from the school’s special education instructor.\u003c/p>\n\u003cp>He adds that the school’s classroom teachers have the training and skills to help all of their English learners meet \u003ca href=\"http://www.cde.ca.gov/sp/el/er/eldstandards.asp\">new more rigorous academic standards.\u003c/a>\u003c/p>\n\u003cp>“We have talented teachers, and once we have time to discuss (the standards) and analyze them, they’ll take off and run with it,” Rolleri says.\u003c/p>\n\u003cp>On top of that, he points out test scores will no longer be the only way to measure school success. Under the state’s new accountability system, things like student engagement and school climate will likely be factored into the mix.\u003c/p>\n\u003cp>“When you deal with the reality of the community that we serve, I feel that we are providing the highest-quality education that we can for our students and our families, and I feel they genuinely appreciate it and love us for that.”\u003c/p>\n\u003cp>But all these spending decisions are a gamble, and the community is on edge. The only way to find out if the more than 500 students at Oak Ridge will benefit is to come back in a few years.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This report is the fourth in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Like other schools, Sacramento's Oak Ridge Elementary gets additional state funding to help its English learners. But is the money being used effectively?","status":"publish","parent":0,"modified":1474939393,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1211},"headData":{"title":"Is Extra Funding Helping English Learners? One School’s Contentious Decision | KQED","description":"Like other schools, Sacramento's Oak Ridge Elementary gets additional state funding to help its English learners. But is the money being used effectively?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"10953857 http://ww2.kqed.org/news/?p=10953857","disqusUrl":"https://ww2.kqed.org/news/2016/05/16/are-english-learners-benefitting-from-extra-state-funding-one-schools-contentious-decision/","disqusTitle":"Is Extra Funding Helping English Learners? One School’s Contentious Decision","nprStoryId":"478186769","path":"/news/10953857/are-english-learners-benefitting-from-extra-state-funding-one-schools-contentious-decision","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/news/2016/06/16/ayudan-los-fondos-adicionales-a-los-que-aprenden-ingles-la-decision-contenciosa-de-una-escuela\" target=\"_blank\">Leer esto en Español\u003c/a>\u003cbr>\n\u003c/strong>\u003c/em>\u003cbr>\nA handful of first-graders sit cross-legged on a rainbow-colored rug with their eyes fixed on Katherine Craig, the reading specialist at \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> in Sacramento.\u003c/p>\n\u003cp>She’s in charge of a special program for struggling readers called \u003ca href=\"https://www.collaborativeclassroom.org/sipps\">Systematic Instruction in Phonological Awareness, Phonics and Sight Words\u003c/a> (SIPPS).\u003c/p>\n\u003cp>At the beginning of every class, Craig shuffles through a stack of flashcards and asks students to sound out letters and blend those sounds together.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>“It’s very scientific,” Craig says. “I almost feel like a doctor who gives a test, and you see what the prescription is. There’s a lot of repetition. I’ve been teaching this program for five years, and I always see students make a ton of growth.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/264385801&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/264385801'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Many of the students in Craig’s classes are English learners -- or those who speak English as a second language. Most speak Spanish at home, but others speak Hmong.\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>They get about 45 minutes of intense instruction four days a week on the basics of the English language. Teachers say this program is instrumental because it gives English learners the linguistic know-how to “crack the code” to more rigorous course content in their classrooms.\u003c/p>\n\u003cp>That’s why many of them were shocked when the principal scaled back the program last year. Before, there were four reading specialists. Now, they’re down to Craig.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch2>Join reporter Ana Tintocalis for an \u003ca href=\"https://www.instagram.com/kqednews/\">Instagram tour\u003c/a> of Oak Ridge Elementary, led by its students.\u003c/h2>\n\u003cp>\u003ca href=\"https://www.instagram.com/kqednews/\">\u003cimg src=\"http://u.s.kqed.net/2016/05/13/InstaTakeover375.jpg\">\u003c/a>\u003cbr>\n\u003c/p>\u003c/aside>\n\u003cp>Then, a few months ago, more bad news: Craig learned her position will be cut next year.\u003c/p>\n\u003cp>“The most valuable resource is a human resource,” Craig says. “Our kids really do benefit from getting extra support based on their needs. So it does make me just a little bit nervous about what is going to happen now.”\u003c/p>\n\u003cp>\u003cstrong>Tough Spending Decisions\u003c/strong>\u003c/p>\n\u003cp>Despite getting an extra $187,000 this year to help at-risk kids -- \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">the state’s new way of handing out money\u003c/a> -- Oak Ridge still has to make cuts because several other streams of funding are drying up.\u003c/p>\n\u003cp>A big chunk of the state money next year is paying for the school’s assistant principal. But some teachers argue specialists are more critical.\u003c/p>\n\u003cp>Fourth-grade teacher Stephanie Smith says there is a “hidden” population of English learners at Oak Ridge. They may speak English conversationally but they are not proficient academically. They’re also not proficient in their native language -- so they’re often stuck.\u003c/p>\n\u003cp>“I do think we do need more staff,” Smith says. “That’s a huge thing for me because a glossy cool curriculum is not going to make a difference unless we systematically figure out where we are going to put our human resources.”\u003c/p>\n\u003cfigure id=\"attachment_10955029\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/CraigClassroom-800x500.jpg\" alt=\"Katherine Craig has been teaching a special program for struggling readers at Oak Ridge Elementary for the past five years. Despite helping students make considerable academic gains, her position will be eliminated next year.\" width=\"800\" height=\"500\" class=\"size-medium wp-image-10955029\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-800x500.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-1180x738.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-960x600.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Katherine Craig has been teaching a special program for struggling readers at Oak Ridge Elementary for the past five years. Despite helping students make considerable academic gains, her position will be eliminated next year. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nine-year-old Kenya Vargas Zepeda is one English learner at Oak Ridge who still struggles. The fourth-grader was born in Mexico and went to preschool in that country. She has attended Oak Ridge since kindergarten and says her biggest obstacle is writing.\u003c/p>\n\u003cp>“When I was little, I used to have a lot of imagination in my head. I used to have all these ideas to write about,” Kenya says. “I don’t know what happened, but my thoughts aren’t that good anymore. And I don’t really know what to write down.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Kenya's mother, April Ybarra, is an outspoken parent leader at Oak Ridge who is trying to hold the school and the \u003ca href=\"http://www.scusd.edu/\">Sacramento Unified School District\u003c/a> more accountable for how officials choose to spend additional state funding intended for English learners.\u003c/p>\n\u003cp>She and other education advocates worry that school leaders are simply funding existing people and programs without exploring other ways to approach school improvement for this specific group of students.\u003c/p>\n\u003cp>“Schools now have the freedom to spend this extra money. So it’s easy for them to say, ‘We should use this money to pay for a librarian.’ But, realistically, will that librarian help English learners more than a language specialist?” Ybarra asks.\u003c/p>\n\u003cp>In fact, that concern has reached a boiling point in two California school districts -- \u003ca href=\"https://www.aclusocal.org/aclu-socal-files-lawsuit-over-misappropriated-education-funds/\">Los Angeles\u003c/a> and \u003ca href=\"http://edsource.org/2016/complaint-says-district-must-revise-lcap-in-passing-big-pay-raise/562315\">West Contra Costa\u003c/a>.\u003c/p>\n\u003cp>Public interest law groups, including the \u003ca href=\"https://www.aclusocal.org/\">ACLU SoCal\u003c/a> and \u003ca href=\"http://www.publicadvocates.org/\">Public Advocates\u003c/a>, insist those districts are depriving English language learners of state funds that should be directed to their education.\u003c/p>\n\u003cp>\u003cstrong>English Learners Face Difficult Transition\u003c/strong>\u003c/p>\n\u003cp>At Oak Ridge, more English learners are transitioning to mainstream classes. However, \u003ca href=\"http://caaspp.cde.ca.gov/sb2015/ViewReport?ps=true&lstTestYear=2015&lstTestType=B&lstCounty=34&lstDistrict=67439-000&lstSchool=6034185\">state test results last year\u003c/a> show more than half of them are not meeting new academic standards called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>. The situation mirrors what is happening at schools across the state.\u003c/p>\n\u003cp>Educators say that’s because English learners enter the public school system at so many different levels of language proficiency.\u003c/p>\n\u003cfigure id=\"attachment_10955078\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/Kindergartners-800x532.jpg\" alt=\"A kindergarten student Oak Ridge Elementary School completes a writing assignment to hone her language skills.\" width=\"800\" height=\"532\" class=\"size-medium wp-image-10955078\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-1180x785.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-960x639.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A kindergarten student Oak Ridge Elementary School completes a writing assignment to hone her language skills. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I sat down with Oak Ridge principal \u003ca href=\"http://ww2.kqed.org/news/2016/03/21/budgeting-from-the-blacktop-how-one-school-is-trying-to-bridge-inequities\" target=\"_blank\">Daniel Rolleri\u003c/a> to find out why he eliminated the full-time language specialists in favor of putting state funds intended to help English learners toward an assistant principal.\u003c/p>\n\u003cp>He argues the assistant principal manages student behavior problems at school, which helps all children -- including English learners -- focus on learning. He says students struggling with English will get support from the school’s special education instructor.\u003c/p>\n\u003cp>He adds that the school’s classroom teachers have the training and skills to help all of their English learners meet \u003ca href=\"http://www.cde.ca.gov/sp/el/er/eldstandards.asp\">new more rigorous academic standards.\u003c/a>\u003c/p>\n\u003cp>“We have talented teachers, and once we have time to discuss (the standards) and analyze them, they’ll take off and run with it,” Rolleri says.\u003c/p>\n\u003cp>On top of that, he points out test scores will no longer be the only way to measure school success. Under the state’s new accountability system, things like student engagement and school climate will likely be factored into the mix.\u003c/p>\n\u003cp>“When you deal with the reality of the community that we serve, I feel that we are providing the highest-quality education that we can for our students and our families, and I feel they genuinely appreciate it and love us for that.”\u003c/p>\n\u003cp>But all these spending decisions are a gamble, and the community is on edge. The only way to find out if the more than 500 students at Oak Ridge will benefit is to come back in a few years.\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 report is the fourth in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10953857/are-english-learners-benefitting-from-extra-state-funding-one-schools-contentious-decision","authors":["211"],"programs":["news_72"],"series":["news_19298","news_19101"],"categories":["news_1758","news_18540","news_8"],"tags":["news_17766","news_19294","news_95","news_17286","news_17041"],"featImg":"news_10954854","label":"news_72"},"news_10555203":{"type":"posts","id":"news_10555203","meta":{"index":"posts_1591205157","site":"news","id":"10555203","score":null,"sort":[1434027636000]},"guestAuthors":[],"slug":"rich-language-lessons-early-on-are-vital-for-kids-learning-english","title":"Rich Language Lessons Early On Are Vital for Kids Learning English","publishDate":1434027636,"format":"standard","headTitle":"News Fix | KQED News","labelTerm":{"term":6944,"site":"news"},"content":"\u003cp>Veronica Luque is taking time to sit down at the kitchen table with her son, Angel. He’s a real cutie-pie, this round-faced, 10-year-old. His mom wants to know what every parent wants to know after school: How'd it go?\u003c/p>\n\u003cfigure id=\"attachment_10555253\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque.jpg\">\u003cimg class=\"size-medium wp-image-10555253\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg\" alt=\"Veronica Luque works hard to stay involved in her children's education.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Veronica-Luque-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Veronica-Luque-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Veronica-Luque-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Veronica-Luque-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Veronica-Luque.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Veronica Luque works hard to stay involved in her children's education. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"¿Qué pasó hoy en tu paseo de la escuela?\" she asks in Spanish. What happened on your field trip?\u003c/p>\n\u003cp>Angel looks up at her eagerly, trying to respond. But he keeps slipping into English, which his mom doesn’t understand very well. And she corrects his Spanish grammar along the way. He slumps, frustrated.\u003c/p>\n\u003cp>\"Matemáticas y como ... I can’t say it,\" says Angel. \"Um, it’s, um, how… how do you say multiplication? It’s hard to say it.\"\u003c/p>\n\u003cfigure id=\"attachment_10555443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel.jpg\">\u003cimg class=\"size-medium wp-image-10555443\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel-800x533.jpg\" alt=\"Angel Luque does homework after school.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Angel-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Angel-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Angel-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Angel-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Angel-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Angel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel Luque does homework after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If Angel were literate in Spanish, he’d probably be more proficient in English by now. But he’s not proficient in either language, so he’s heading into fifth grade on the verge of becoming a \u003ca href=\"http://laurieolsen.com/wp-content/uploads/2013/07/ReparableHarm2ndedition-1.pdf\"> Long-Term English Learner\u003c/a>, a term used for kids who have been in U.S. schools for more than six years and still aren't fluent in English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His older sister, Lidia, is in high school. She knows what he’s going through. When she started school, she had to learn English, too.\u003c/p>\n\u003cp>\"It was difficult because I would always try to get other people to understand what I was saying,\" says Lidia. \"But then they would try to get me to understand and I would get really confused. So I would just go be by myself or with someone else who spoke Spanish.\"\u003c/p>\n\u003cp>Lidia at least had her Spanish to fall back on. She’s the oldest child, having moved to the U.S. with her parents when she was a baby. But her four younger brothers were all born in San Jose. Jose is in eighth grade, Angel in fifth, Bryan in first and Valentin in kindergarten.\u003c/p>\n\u003cp>The boys have only had English in school. Even so, Angel is still struggling to prove he's academically proficient in it.\u003c/p>\n\u003cp>\"Sometimes I get bad on the tests,\" says Angel. \"And sometimes I forgot to turn in my homework.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/209857857\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>One in four california students are still learning English. Almost all of them go to classes where it's the only language their teachers know. By law these students are supposed to get the same educational opportunities as everyone else. For thousands of kids, however, that’s not the case.\u003c/p>\n\u003cp>From kindergarten to third grade, Angel's scores on the state’s English proficiency test barely budged. In fact, he was stuck at the same level for three years.\u003c/p>\n\u003cp>He’s at an age now where the right teaching could make a big difference.\u003c/p>\n\u003cp>In his fourth grade classroom at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School \u003c/a>in San Jose, Angel looks up at an interactive whiteboard. His teacher, Janet Plant, uses the screen to go online and add photos and videos to her lessons. Plant says it’s crucial to make words visual.\u003c/p>\n\u003cp>\"It’s the same kind of idea of a visually rich classroom for preschoolers and kindergarteners,\" she says. \"Because they’re learning in all these different modes.\"\u003c/p>\n\u003cp>The essentials of strong teaching -- project-based learning, getting kids to participate and discuss what they are doing, kids showing that they understand -- is even more critical for English language learners, who must practice speaking and interact with their teacher in class in order to learn English.\u003c/p>\n\u003cp>\"So we’re going to have a writing assignment today about Sophie,\" Plant says to the class. \"So what could we write about, a Sophie adventure story?\"\u003c/p>\n\u003cp>Angel answers, \"Her and her dog friends on a quest.\"\u003c/p>\n\u003cp>Plant says she often sees her fourth-graders talking in English with friends and answering questions fairly clearly.\u003c/p>\n\u003cp>\"And yet when it comes to the academic language ... that’s where they’re totally lost. Test taking, also, words like \"evaluate\" and \"solve\" being the same thing. If they have to answer the question, 'Could you please tell us why this happened in the story and give us some clues?' Instead of telling us why, they’ll tell us what happened.\"\u003c/p>\n\u003cp>Veteran teachers at the school like Plant have gotten frustrated as programs have come and gone over the past 30 years. There was bilingual education until California banned it in 1998. Now it’s English-only.\u003c/p>\n\u003cfigure id=\"attachment_10555445\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg\">\u003cimg class=\"size-medium wp-image-10555445\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg\" alt=\"Angel and sister Lidia outside their apartment.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel and sister Lidia outside their apartment. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some schools get waivers to do dual immersion or bilingual programs. But not Luther Burbank -- it does what is mandated, pulling Angel and other English language learners out of class to get 30 minutes a day of English language development.\u003c/p>\n\u003cp>\"Which usually works out to 25 minutes once they get seated and get their workbooks,\" says Plant. \"So I have this very quick lesson, which is academic vocabulary and experiential situations. It’s not enough.\"\u003c/p>\n\u003cp>Research shows a lot of teachers just don’t understand how to teach English language learners.\u003c/p>\n\u003cp>\"Teachers mostly don’t know how to teach language,\" says English-learner researcher Laurie Olsen. \"They teach subjects or curriculum, but they don’t know how to listen to what’s happening with language, they don’t know how to model language. That has been a huge problem.\"\u003c/p>\n\u003cp>\u003cstrong>Piloting a New Model\u003c/strong>\u003c/p>\n\u003cp>Yet we do know \u003ca href=\"http://west.edtrust.org/resource/the-language-of-reform-english-learners-in-californias-shifting-education-landscape/\">what works.\u003c/a>\u003c/p>\n\u003cp>Miner Elementary in South San Jose’s Oak Grove School District is one of more than a dozen Bay Area schools piloting a model called \u003ca href=\"http://www.sobrato.com/sobrato-philanthropies/sobrato-family-foundation/seal/program-model/\">Sobrato Early Academic Language\u003c/a>, or SEAL. It was developed by Olsen. The first thing you notice here are visual strategies -- colorful posters, words and diagrams -- in every classroom.\u003c/p>\n\u003cp>Teachers have ditched the workbooks. They want students to lead discussions and talk -- a lot. Every lesson puts language first. The bigger the words, the better.\u003c/p>\n\u003cp>Teacher Julie Federman coaxes a shy kindergartener named Alfred to show off his new marine biology knowledge.\u003c/p>\n\u003cp>\"Could you tell me about the food chain? And we’ll start with the kelp at the bottom. What happens?\"\u003c/p>\n\u003cp>\"Well, the kelp is eaten by the crab,\" says Alfred. \"Then the octopus eats the crab. Then the octopus is eaten by the whale.\"\u003c/p>\n\u003cp>Alfred came to school speaking hardly any English. Now, he's using big words like \"octopus\" and speaking in complete sentences. Federman says she doubts he would have made this much progress with the school’s old, more traditional methods.\u003c/p>\n\u003cp>\"I can see so much growth and mostly engagement, student engagement. Everybody’s excited about learning,\" says Federman.\u003c/p>\n\u003cp>The goal of the SEAL model is to make kids fall in love with language. And not just English. In this approach, parents are also encouraged to keep building their kids’ first language, reading to them at home to help them become truly bilingual.\u003c/p>\n\u003cp>But perhaps the most important -- and challenging -- piece of the new model is retraining teachers.\u003c/p>\n\u003cp>\"It’s over a two-and-a-half-year period,\"says Paula Cornia, the English learner administrator for the Oak Grove district. \"And it’s very intense, but it’s very successful. I’ve never seen a program this successful.\"\u003c/p>\n\u003cp>Just last year, California adopted \u003ca href=\"http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp\">a new framework for English learners\u003c/a>. It calls for all teachers to chip in to a “whole school” effort, like the one at Miner Elementary. This could give English learners a lot more practice in using academic language.\u003c/p>\n\u003cp>\"To have English language development within the content itself, as core in your content classes and demonstrate to teachers that they really need to attend to language as they communicate their content, that’s a nuance that had not been so prevalent, so noticeable, so blatant,\" says Elena Fajardo, administrator for the state Department of Education's Language Policy and Leadership Office. \"The extent to which it is necessary has become very clear.\"\u003c/p>\n\u003cp>Counties and districts across the state are retraining teachers on how to deliver language instruction while teaching other subject matter.\u003c/p>\n\u003cfigure id=\"attachment_10555448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg\">\u003cimg class=\"size-medium wp-image-10555448\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg\" alt=\"The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That could be good news for younger kids like Angel. His mom, Veronica Luque, is counting on her children’s schools to help secure the family's future.\u003c/p>\n\u003cp>\"The best legacy that we can give them is helping them in their education, so they can go to college and have a good job and not struggle in the hot sun like their dad does, just to pay the rent and buy food,\" says Mrs. Luque in Spanish. \"I want them to have an office job or the option to work from home if they want to and earn money without struggling.\"\u003c/p>\n\u003cp>This year, the Luques' youngest son, Valentin, started kindergarten. He's one of thousands of new English learners entering the system: another chance for the state to get it right with this next generation of Californians.\u003c/p>\n\u003cp>\u003cem>This the third story in a three-part series about what it will take for California to succeed with the nearly one-and-a-half million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel's oldest sister Lidia and her success in school, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel's eighth-grade brother, Jose Daniel, and his struggle to be considered proficient in English, \u003ca href=\"http://ww2.kqed.org/news/2015/06/10/avoiding-the-dead-end-of-never-learning-english\" target=\"_blank\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Zaidee Stavely contributed to this story.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"By law, students learning English have to get the same educational opportunities as everyone else.","status":"publish","parent":0,"modified":1434141912,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":51,"wordCount":1698},"headData":{"title":"Rich Language Lessons Early On Are Vital for Kids Learning English | KQED","description":"By law, students learning English have to get the same educational opportunities as everyone else.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"10555203 http://ww2.kqed.org/news/?p=10555203","disqusUrl":"https://ww2.kqed.org/news/2015/06/11/rich-language-lessons-early-on-are-vital-for-kids-learning-english/","disqusTitle":"Rich Language Lessons Early On Are Vital for Kids Learning English","path":"/news/10555203/rich-language-lessons-early-on-are-vital-for-kids-learning-english","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Veronica Luque is taking time to sit down at the kitchen table with her son, Angel. He’s a real cutie-pie, this round-faced, 10-year-old. His mom wants to know what every parent wants to know after school: How'd it go?\u003c/p>\n\u003cfigure id=\"attachment_10555253\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque.jpg\">\u003cimg class=\"size-medium wp-image-10555253\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg\" alt=\"Veronica Luque works hard to stay involved in her children's education.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Veronica-Luque-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Veronica-Luque-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Veronica-Luque-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Veronica-Luque-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Veronica-Luque.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Veronica Luque works hard to stay involved in her children's education. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"¿Qué pasó hoy en tu paseo de la escuela?\" she asks in Spanish. What happened on your field trip?\u003c/p>\n\u003cp>Angel looks up at her eagerly, trying to respond. But he keeps slipping into English, which his mom doesn’t understand very well. And she corrects his Spanish grammar along the way. He slumps, frustrated.\u003c/p>\n\u003cp>\"Matemáticas y como ... I can’t say it,\" says Angel. \"Um, it’s, um, how… how do you say multiplication? It’s hard to say it.\"\u003c/p>\n\u003cfigure id=\"attachment_10555443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel.jpg\">\u003cimg class=\"size-medium wp-image-10555443\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel-800x533.jpg\" alt=\"Angel Luque does homework after school.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Angel-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Angel-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Angel-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Angel-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Angel-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Angel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel Luque does homework after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If Angel were literate in Spanish, he’d probably be more proficient in English by now. But he’s not proficient in either language, so he’s heading into fifth grade on the verge of becoming a \u003ca href=\"http://laurieolsen.com/wp-content/uploads/2013/07/ReparableHarm2ndedition-1.pdf\"> Long-Term English Learner\u003c/a>, a term used for kids who have been in U.S. schools for more than six years and still aren't fluent in 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>His older sister, Lidia, is in high school. She knows what he’s going through. When she started school, she had to learn English, too.\u003c/p>\n\u003cp>\"It was difficult because I would always try to get other people to understand what I was saying,\" says Lidia. \"But then they would try to get me to understand and I would get really confused. So I would just go be by myself or with someone else who spoke Spanish.\"\u003c/p>\n\u003cp>Lidia at least had her Spanish to fall back on. She’s the oldest child, having moved to the U.S. with her parents when she was a baby. But her four younger brothers were all born in San Jose. Jose is in eighth grade, Angel in fifth, Bryan in first and Valentin in kindergarten.\u003c/p>\n\u003cp>The boys have only had English in school. Even so, Angel is still struggling to prove he's academically proficient in it.\u003c/p>\n\u003cp>\"Sometimes I get bad on the tests,\" says Angel. \"And sometimes I forgot to turn in my homework.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/209857857&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/209857857'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One in four california students are still learning English. Almost all of them go to classes where it's the only language their teachers know. By law these students are supposed to get the same educational opportunities as everyone else. For thousands of kids, however, that’s not the case.\u003c/p>\n\u003cp>From kindergarten to third grade, Angel's scores on the state’s English proficiency test barely budged. In fact, he was stuck at the same level for three years.\u003c/p>\n\u003cp>He’s at an age now where the right teaching could make a big difference.\u003c/p>\n\u003cp>In his fourth grade classroom at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School \u003c/a>in San Jose, Angel looks up at an interactive whiteboard. His teacher, Janet Plant, uses the screen to go online and add photos and videos to her lessons. Plant says it’s crucial to make words visual.\u003c/p>\n\u003cp>\"It’s the same kind of idea of a visually rich classroom for preschoolers and kindergarteners,\" she says. \"Because they’re learning in all these different modes.\"\u003c/p>\n\u003cp>The essentials of strong teaching -- project-based learning, getting kids to participate and discuss what they are doing, kids showing that they understand -- is even more critical for English language learners, who must practice speaking and interact with their teacher in class in order to learn English.\u003c/p>\n\u003cp>\"So we’re going to have a writing assignment today about Sophie,\" Plant says to the class. \"So what could we write about, a Sophie adventure story?\"\u003c/p>\n\u003cp>Angel answers, \"Her and her dog friends on a quest.\"\u003c/p>\n\u003cp>Plant says she often sees her fourth-graders talking in English with friends and answering questions fairly clearly.\u003c/p>\n\u003cp>\"And yet when it comes to the academic language ... that’s where they’re totally lost. Test taking, also, words like \"evaluate\" and \"solve\" being the same thing. If they have to answer the question, 'Could you please tell us why this happened in the story and give us some clues?' Instead of telling us why, they’ll tell us what happened.\"\u003c/p>\n\u003cp>Veteran teachers at the school like Plant have gotten frustrated as programs have come and gone over the past 30 years. There was bilingual education until California banned it in 1998. Now it’s English-only.\u003c/p>\n\u003cfigure id=\"attachment_10555445\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg\">\u003cimg class=\"size-medium wp-image-10555445\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg\" alt=\"Angel and sister Lidia outside their apartment.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel and sister Lidia outside their apartment. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some schools get waivers to do dual immersion or bilingual programs. But not Luther Burbank -- it does what is mandated, pulling Angel and other English language learners out of class to get 30 minutes a day of English language development.\u003c/p>\n\u003cp>\"Which usually works out to 25 minutes once they get seated and get their workbooks,\" says Plant. \"So I have this very quick lesson, which is academic vocabulary and experiential situations. It’s not enough.\"\u003c/p>\n\u003cp>Research shows a lot of teachers just don’t understand how to teach English language learners.\u003c/p>\n\u003cp>\"Teachers mostly don’t know how to teach language,\" says English-learner researcher Laurie Olsen. \"They teach subjects or curriculum, but they don’t know how to listen to what’s happening with language, they don’t know how to model language. That has been a huge problem.\"\u003c/p>\n\u003cp>\u003cstrong>Piloting a New Model\u003c/strong>\u003c/p>\n\u003cp>Yet we do know \u003ca href=\"http://west.edtrust.org/resource/the-language-of-reform-english-learners-in-californias-shifting-education-landscape/\">what works.\u003c/a>\u003c/p>\n\u003cp>Miner Elementary in South San Jose’s Oak Grove School District is one of more than a dozen Bay Area schools piloting a model called \u003ca href=\"http://www.sobrato.com/sobrato-philanthropies/sobrato-family-foundation/seal/program-model/\">Sobrato Early Academic Language\u003c/a>, or SEAL. It was developed by Olsen. The first thing you notice here are visual strategies -- colorful posters, words and diagrams -- in every classroom.\u003c/p>\n\u003cp>Teachers have ditched the workbooks. They want students to lead discussions and talk -- a lot. Every lesson puts language first. The bigger the words, the better.\u003c/p>\n\u003cp>Teacher Julie Federman coaxes a shy kindergartener named Alfred to show off his new marine biology knowledge.\u003c/p>\n\u003cp>\"Could you tell me about the food chain? And we’ll start with the kelp at the bottom. What happens?\"\u003c/p>\n\u003cp>\"Well, the kelp is eaten by the crab,\" says Alfred. \"Then the octopus eats the crab. Then the octopus is eaten by the whale.\"\u003c/p>\n\u003cp>Alfred came to school speaking hardly any English. Now, he's using big words like \"octopus\" and speaking in complete sentences. Federman says she doubts he would have made this much progress with the school’s old, more traditional methods.\u003c/p>\n\u003cp>\"I can see so much growth and mostly engagement, student engagement. Everybody’s excited about learning,\" says Federman.\u003c/p>\n\u003cp>The goal of the SEAL model is to make kids fall in love with language. And not just English. In this approach, parents are also encouraged to keep building their kids’ first language, reading to them at home to help them become truly bilingual.\u003c/p>\n\u003cp>But perhaps the most important -- and challenging -- piece of the new model is retraining teachers.\u003c/p>\n\u003cp>\"It’s over a two-and-a-half-year period,\"says Paula Cornia, the English learner administrator for the Oak Grove district. \"And it’s very intense, but it’s very successful. I’ve never seen a program this successful.\"\u003c/p>\n\u003cp>Just last year, California adopted \u003ca href=\"http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp\">a new framework for English learners\u003c/a>. It calls for all teachers to chip in to a “whole school” effort, like the one at Miner Elementary. This could give English learners a lot more practice in using academic language.\u003c/p>\n\u003cp>\"To have English language development within the content itself, as core in your content classes and demonstrate to teachers that they really need to attend to language as they communicate their content, that’s a nuance that had not been so prevalent, so noticeable, so blatant,\" says Elena Fajardo, administrator for the state Department of Education's Language Policy and Leadership Office. \"The extent to which it is necessary has become very clear.\"\u003c/p>\n\u003cp>Counties and districts across the state are retraining teachers on how to deliver language instruction while teaching other subject matter.\u003c/p>\n\u003cfigure id=\"attachment_10555448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg\">\u003cimg class=\"size-medium wp-image-10555448\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg\" alt=\"The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That could be good news for younger kids like Angel. His mom, Veronica Luque, is counting on her children’s schools to help secure the family's future.\u003c/p>\n\u003cp>\"The best legacy that we can give them is helping them in their education, so they can go to college and have a good job and not struggle in the hot sun like their dad does, just to pay the rent and buy food,\" says Mrs. Luque in Spanish. \"I want them to have an office job or the option to work from home if they want to and earn money without struggling.\"\u003c/p>\n\u003cp>This year, the Luques' youngest son, Valentin, started kindergarten. He's one of thousands of new English learners entering the system: another chance for the state to get it right with this next generation of Californians.\u003c/p>\n\u003cp>\u003cem>This the third story in a three-part series about what it will take for California to succeed with the nearly one-and-a-half million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel's oldest sister Lidia and her success in school, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel's eighth-grade brother, Jose Daniel, and his struggle to be considered proficient in English, \u003ca href=\"http://ww2.kqed.org/news/2015/06/10/avoiding-the-dead-end-of-never-learning-english\" target=\"_blank\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Zaidee Stavely contributed to this story.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10555203/rich-language-lessons-early-on-are-vital-for-kids-learning-english","authors":["218","231"],"programs":["news_6944"],"categories":["news_18540","news_8"],"tags":["news_17766","news_18129"],"featImg":"news_10555449","label":"news_6944"},"news_10555201":{"type":"posts","id":"news_10555201","meta":{"index":"posts_1591205157","site":"news","id":"10555201","score":null,"sort":[1433941248000]},"guestAuthors":[],"slug":"avoiding-the-dead-end-of-never-learning-english","title":"Avoiding the Dead End of Never Learning English","publishDate":1433941248,"format":"standard","headTitle":"News Fix | KQED News","labelTerm":{"term":6944,"site":"news"},"content":"\u003cp class=\"x_MsoNormal\">Jose Daniel Luque likes to play the wise guy in his family.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"I’m the cool one in this house,\" says the eighth-grader. \"I’m like my sister, we follow the trends. But I’m not a hippie. And my little brothers are very annoying.\"\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose Daniel was born in San Jose. He learned Spanish from his parents, who are Mexican immigrants. He says he speaks the best English in the house.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"Because English is where my homeland is!\" he says. \"If I speak Spanish right now, I speak in a totally different tone. Watch, I’ll demonstrate. Hola, hello. See?\"\u003c/p>\n\u003cp class=\"x_MsoNormal\">So how did his English get so good?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"Like any kid learns how to speak English -- TV! ... I would sit like some monk and like watch for an hour-and-a-half while my parents did all their stuff.\"\u003c/p>\n\u003cfigure id=\"attachment_10555498\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel.jpg\">\u003cimg class=\"size-medium wp-image-10555498\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg\" alt=\"Jose Daniel Luque plays video games after school.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Jose-Daniel-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Jose-Daniel-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Jose-Daniel-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Jose-Daniel-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Jose-Daniel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel Luque plays video games after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">As anyone can tell, Jose Daniel speaks a lot of English. But at the end of seventh grade, his K-8 school, Luther Burbank in San Jose, still considered him an English learner.\u003c/p>\n\u003cp class=\"x_MsoNormal\">It’s been more than four decades since the U.S. Supreme Court, in a \u003ca href=\"http://www.languagepolicy.net/archives/lau.htm\" target=\"_blank\">landmark case\u003c/a> involving San Francisco Unified School District, ruled that students whose first language is not English must receive extra help to learn it, otherwise their education would be meaningless. Yet today, California schools are still under scrutiny by the federal government for failing to \u003ca href=\"http://www2.ed.gov/about/offices/list/ocr/ellresources.html\" target=\"_blank\">educate English learners.\u003c/a>\u003c/p>\n\u003cp class=\"x_MsoNormal\">[soundcloud url=\"https://api.soundcloud.com/tracks/209710996\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp class=\"x_MsoNormal\">Experts say Jose Daniel should have been able to ditch that learner label by now, after spending his whole life in U.S. schools. But more than 339,000 kids in the state’s middle and high schools still haven't acquired the English skills to fully participate in class, even after years of being taught only in English.\u003c/p>\n\u003cp class=\"x_MsoNormal\">The consequences are dire. More than 20 percent of those who are still English learners in high school drop out. That’s a higher rate than African-Americans, Latinos and special education students.\u003c/p>\n\u003cp class=\"x_MsoNormal\">That’s not what Jose sees happening to him.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"I want to go to college, Santa Clara University. Marine biology. That's my favorite thing in the whole world,\" he says.\u003c/p>\n\u003cfigure id=\"attachment_10555499\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg\">\u003cimg class=\"size-medium wp-image-10555499\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg\" alt=\"Jose Daniel hugs his little brother Valentin as sister Lidia looks on.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel hugs his little brother Valentin as sister Lidia looks on. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">But Jose has struggled to pass the English proficiency exam and English-Language Arts test each year since kindergarten. He must pass both to show he can read, write and speak English with enough sophistication to prove he knows the language thoroughly.\u003c/p>\n\u003cp class=\"x_MsoNormal\">There is \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/documents/celdtrtqs9-2012.pdf\" target=\"_blank\">one proficiency test for kids in each group of grades\u003c/a>. In other words, kids take the same test from third to fifth, sixth to eighth, and ninth to 12th grades. One of Jose's eighth-grade teachers, Mike Sbarbaro, says he understands why the proficiency test is necessary but thinks it determines who has English skills \"in a very undermining and insulting way.\"\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"And these eighth-graders, they realize this,\" he says. \"I can tell in their faces. When I ask them, 'What is this?' and I point to a picture of a carrot, they look at me as if I’m an idiot. 'Are you serious?' And I think, wait, is this the best approach? Don’t we want these kids to feel confident? If they’re already struggling, why would we treat them as if they’re incompetent?\"\u003c/p>\n\u003cp>Though the test's listening and speaking sections are often easy for many students, the writing and reading sections can frequently pose challenges, especially in the higher grades.\u003c/p>\n\u003cp>Jose Daniel doesn’t really know why he has to take the test. After all, he thinks he’s a wiz at English. Many kids think they are fluent because they get along socially. But academically, they struggle.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"The fact that there are so many students who’ve been in our schools for six, seven, eight, nine, 10 years and are stuck at this level without getting to the English proficiency they need is an indication that something’s really wrong with the way we’re going about educating English learners,\" says \u003ca href=\"http://laurieolsen.com/\" target=\"_blank\">Laurie Olsen\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cb>\u003c/b>Olsen is a researcher who’s spent most of her career trying to help English learners. She's pushed the state to start tracking kids who have gotten stuck; California began doing that last year. Now, one question that's started to attract attention is \u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\">exactly how long it should take to make students English proficient\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cstrong>Getting Reclassified\u003c/strong>\u003c/p>\n\u003cp>The moment Jose can prove he is academically proficient in English, he will be reclassified and move out of the English learners category into that of a mainstream student.\u003c/p>\n\u003cp>Exactly when kids should be reclassified is something of a controversial topic. The state has a minimum standard, but each school district has its own criteria for deciding when a student is fluent.\u003c/p>\n\u003cp>\"Why a student does or does not progress is very individual to the local education agency,\" says Elena Fajardo, administrator of the California Department of Education’s Language, Policy and Leadership Office. Local education agency, or LEA, is a term used for school district.\u003c/p>\n\u003cp>\"How many of their teachers are authorized to teach? How many have the expertise? How many ELs do they have? The expectation has always been, you will provide language development to your students. What that is differs from LEA to LEA.\"\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose's K-8 school, Luther Burbank, is the only one in its district. The school has set the bar higher than in most other districts and higher than the state standard -- kids at Luther Burbank have to receive an advanced score on the English proficiency test to move up and out. They also have to get proficient scores on other standardized tests. Students often spend nine years learning English before getting reclassified. It's supposed to take five to seven years.\u003c/p>\n\u003cp>\"We are a K-8 school and we really want to make sure that before students are reclassified that they really are proficient, especially before they move on to high school,\" says Principal Marvelyn Maldonado.\u003c/p>\n\u003cp>Luther Burbank may be right to be this strict: There is some evidence to show students who prove they are advanced at all levels of comprehension go on to do really well in high school -- better than many regular students, in fact.\u003c/p>\n\u003cp>But the\u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\"> flip side of this argument is that schools are hanging onto kids too long.\u003c/a> The cynical view is that schools do this because they receive more money from the state for each English learner they have. But some say it's because the schools aren't doing a good enough job of teaching English from the very beginning.\u003c/p>\n\u003cp>\"It’s not about when you get reclassified,\" says researcher Laurie Olsen. \"It’s about when we get kids to the level they need.\"\u003c/p>\n\u003cp>Olsen says that now that schools know how many of these students are in their classrooms, schools can do something simple to make a difference.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"Sitting down with them and saying, 'Look, you want to go to college, this is what you need. Because your English is here and here’s where your gap is, it’s going to keep you from doing this. This is what you need to do now. That goal-setting unlocks tremendous energy in Long-Term English Learners. Someone has shown them a pathway.\"\u003c/p>\n\u003cfigure id=\"attachment_10555500\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home.jpg\">\u003cimg class=\"size-medium wp-image-10555500\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home-800x533.jpg\" alt=\"Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Walking-home-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Walking-home-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Walking-home-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Walking-home-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Walking-home-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Walking-home.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">Jose is now about to enter high school. This is where kids can falter, even those who speak English. When schools take this long to teach kids the language, students are losing out on core content material -- the math, science, and language arts -- that they need to make it in high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Right now, Jose can't wait to follow his older sister to high school. He thinks he'll do just fine.\u003c/p>\n\u003cp class=\"x_MsoNormal\">At the Luques' dinner table, the kids speak English to each other, even as their dad talks to them in Spanish. There's a terribly irony here: Jose's parents have asked him and his older sister to speak to the younger kids in English. They were convinced this would help them do better in school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Now, the parents are realizing, the little boys have lost their Spanish. Their dad, Daniel, knows it distances him from his children.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"I even feel mad, because I can’t understand them,\" says Mr. Luque, in Spanish. \"Since they learned more English in school and with cartoons, they sometimes want to speak in English all day with each other. But I say to them that they should try to speak a little more Spanish at home with us so we can understand them when we all sit down to eat dinner.\"\u003c/p>\n\u003cp class=\"x_MsoNormal\">There are entire generations of California students now like the Luque kids, who are not fluent in their native language and are still not proficient enough in English to make it through high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">And this is the real loss, says researcher Laurie Olsen: Our schools are depriving kids of a chance to be truly bilingual, which is a skill that’s in demand.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>This is the second in a series \u003cem>about what it will take for California to succeed with the nearly one and a half million students in public schools who are learning English as a second language.\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>To read about the Luque family and Jose's older sister Lidia who came to California as a baby and is now considered proficient, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>Tomorrow, we'll meet Jose’s fifth grade brother Angel to find out more about what teachers can do to help kids get ahead.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>Zaidee Stavely contributed to this story.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Over 339,000 California kids in middle and high school have been learning English for more than six years.","status":"publish","parent":0,"modified":1434141997,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1754},"headData":{"title":"Avoiding the Dead End of Never Learning English | KQED","description":"Over 339,000 California kids in middle and high school have been learning English for more than six years.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"10555201 http://ww2.kqed.org/news/?p=10555201","disqusUrl":"https://ww2.kqed.org/news/2015/06/10/avoiding-the-dead-end-of-never-learning-english/","disqusTitle":"Avoiding the Dead End of Never Learning English","path":"/news/10555201/avoiding-the-dead-end-of-never-learning-english","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"x_MsoNormal\">Jose Daniel Luque likes to play the wise guy in his family.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"I’m the cool one in this house,\" says the eighth-grader. \"I’m like my sister, we follow the trends. But I’m not a hippie. And my little brothers are very annoying.\"\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose Daniel was born in San Jose. He learned Spanish from his parents, who are Mexican immigrants. He says he speaks the best English in the house.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"Because English is where my homeland is!\" he says. \"If I speak Spanish right now, I speak in a totally different tone. Watch, I’ll demonstrate. Hola, hello. See?\"\u003c/p>\n\u003cp class=\"x_MsoNormal\">So how did his English get so good?\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 class=\"x_MsoNormal\">\"Like any kid learns how to speak English -- TV! ... I would sit like some monk and like watch for an hour-and-a-half while my parents did all their stuff.\"\u003c/p>\n\u003cfigure id=\"attachment_10555498\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel.jpg\">\u003cimg class=\"size-medium wp-image-10555498\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg\" alt=\"Jose Daniel Luque plays video games after school.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Jose-Daniel-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Jose-Daniel-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Jose-Daniel-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Jose-Daniel-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Jose-Daniel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel Luque plays video games after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">As anyone can tell, Jose Daniel speaks a lot of English. But at the end of seventh grade, his K-8 school, Luther Burbank in San Jose, still considered him an English learner.\u003c/p>\n\u003cp class=\"x_MsoNormal\">It’s been more than four decades since the U.S. Supreme Court, in a \u003ca href=\"http://www.languagepolicy.net/archives/lau.htm\" target=\"_blank\">landmark case\u003c/a> involving San Francisco Unified School District, ruled that students whose first language is not English must receive extra help to learn it, otherwise their education would be meaningless. Yet today, California schools are still under scrutiny by the federal government for failing to \u003ca href=\"http://www2.ed.gov/about/offices/list/ocr/ellresources.html\" target=\"_blank\">educate English learners.\u003c/a>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/209710996&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/209710996'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp class=\"x_MsoNormal\">Experts say Jose Daniel should have been able to ditch that learner label by now, after spending his whole life in U.S. schools. But more than 339,000 kids in the state’s middle and high schools still haven't acquired the English skills to fully participate in class, even after years of being taught only in English.\u003c/p>\n\u003cp class=\"x_MsoNormal\">The consequences are dire. More than 20 percent of those who are still English learners in high school drop out. That’s a higher rate than African-Americans, Latinos and special education students.\u003c/p>\n\u003cp class=\"x_MsoNormal\">That’s not what Jose sees happening to him.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"I want to go to college, Santa Clara University. Marine biology. That's my favorite thing in the whole world,\" he says.\u003c/p>\n\u003cfigure id=\"attachment_10555499\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg\">\u003cimg class=\"size-medium wp-image-10555499\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg\" alt=\"Jose Daniel hugs his little brother Valentin as sister Lidia looks on.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel hugs his little brother Valentin as sister Lidia looks on. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">But Jose has struggled to pass the English proficiency exam and English-Language Arts test each year since kindergarten. He must pass both to show he can read, write and speak English with enough sophistication to prove he knows the language thoroughly.\u003c/p>\n\u003cp class=\"x_MsoNormal\">There is \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/documents/celdtrtqs9-2012.pdf\" target=\"_blank\">one proficiency test for kids in each group of grades\u003c/a>. In other words, kids take the same test from third to fifth, sixth to eighth, and ninth to 12th grades. One of Jose's eighth-grade teachers, Mike Sbarbaro, says he understands why the proficiency test is necessary but thinks it determines who has English skills \"in a very undermining and insulting way.\"\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"And these eighth-graders, they realize this,\" he says. \"I can tell in their faces. When I ask them, 'What is this?' and I point to a picture of a carrot, they look at me as if I’m an idiot. 'Are you serious?' And I think, wait, is this the best approach? Don’t we want these kids to feel confident? If they’re already struggling, why would we treat them as if they’re incompetent?\"\u003c/p>\n\u003cp>Though the test's listening and speaking sections are often easy for many students, the writing and reading sections can frequently pose challenges, especially in the higher grades.\u003c/p>\n\u003cp>Jose Daniel doesn’t really know why he has to take the test. After all, he thinks he’s a wiz at English. Many kids think they are fluent because they get along socially. But academically, they struggle.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"The fact that there are so many students who’ve been in our schools for six, seven, eight, nine, 10 years and are stuck at this level without getting to the English proficiency they need is an indication that something’s really wrong with the way we’re going about educating English learners,\" says \u003ca href=\"http://laurieolsen.com/\" target=\"_blank\">Laurie Olsen\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cb>\u003c/b>Olsen is a researcher who’s spent most of her career trying to help English learners. She's pushed the state to start tracking kids who have gotten stuck; California began doing that last year. Now, one question that's started to attract attention is \u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\">exactly how long it should take to make students English proficient\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cstrong>Getting Reclassified\u003c/strong>\u003c/p>\n\u003cp>The moment Jose can prove he is academically proficient in English, he will be reclassified and move out of the English learners category into that of a mainstream student.\u003c/p>\n\u003cp>Exactly when kids should be reclassified is something of a controversial topic. The state has a minimum standard, but each school district has its own criteria for deciding when a student is fluent.\u003c/p>\n\u003cp>\"Why a student does or does not progress is very individual to the local education agency,\" says Elena Fajardo, administrator of the California Department of Education’s Language, Policy and Leadership Office. Local education agency, or LEA, is a term used for school district.\u003c/p>\n\u003cp>\"How many of their teachers are authorized to teach? How many have the expertise? How many ELs do they have? The expectation has always been, you will provide language development to your students. What that is differs from LEA to LEA.\"\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose's K-8 school, Luther Burbank, is the only one in its district. The school has set the bar higher than in most other districts and higher than the state standard -- kids at Luther Burbank have to receive an advanced score on the English proficiency test to move up and out. They also have to get proficient scores on other standardized tests. Students often spend nine years learning English before getting reclassified. It's supposed to take five to seven years.\u003c/p>\n\u003cp>\"We are a K-8 school and we really want to make sure that before students are reclassified that they really are proficient, especially before they move on to high school,\" says Principal Marvelyn Maldonado.\u003c/p>\n\u003cp>Luther Burbank may be right to be this strict: There is some evidence to show students who prove they are advanced at all levels of comprehension go on to do really well in high school -- better than many regular students, in fact.\u003c/p>\n\u003cp>But the\u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\"> flip side of this argument is that schools are hanging onto kids too long.\u003c/a> The cynical view is that schools do this because they receive more money from the state for each English learner they have. But some say it's because the schools aren't doing a good enough job of teaching English from the very beginning.\u003c/p>\n\u003cp>\"It’s not about when you get reclassified,\" says researcher Laurie Olsen. \"It’s about when we get kids to the level they need.\"\u003c/p>\n\u003cp>Olsen says that now that schools know how many of these students are in their classrooms, schools can do something simple to make a difference.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"Sitting down with them and saying, 'Look, you want to go to college, this is what you need. Because your English is here and here’s where your gap is, it’s going to keep you from doing this. This is what you need to do now. That goal-setting unlocks tremendous energy in Long-Term English Learners. Someone has shown them a pathway.\"\u003c/p>\n\u003cfigure id=\"attachment_10555500\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home.jpg\">\u003cimg class=\"size-medium wp-image-10555500\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home-800x533.jpg\" alt=\"Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Walking-home-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Walking-home-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Walking-home-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Walking-home-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Walking-home-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Walking-home.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">Jose is now about to enter high school. This is where kids can falter, even those who speak English. When schools take this long to teach kids the language, students are losing out on core content material -- the math, science, and language arts -- that they need to make it in high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Right now, Jose can't wait to follow his older sister to high school. He thinks he'll do just fine.\u003c/p>\n\u003cp class=\"x_MsoNormal\">At the Luques' dinner table, the kids speak English to each other, even as their dad talks to them in Spanish. There's a terribly irony here: Jose's parents have asked him and his older sister to speak to the younger kids in English. They were convinced this would help them do better in school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Now, the parents are realizing, the little boys have lost their Spanish. Their dad, Daniel, knows it distances him from his children.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\"I even feel mad, because I can’t understand them,\" says Mr. Luque, in Spanish. \"Since they learned more English in school and with cartoons, they sometimes want to speak in English all day with each other. But I say to them that they should try to speak a little more Spanish at home with us so we can understand them when we all sit down to eat dinner.\"\u003c/p>\n\u003cp class=\"x_MsoNormal\">There are entire generations of California students now like the Luque kids, who are not fluent in their native language and are still not proficient enough in English to make it through high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">And this is the real loss, says researcher Laurie Olsen: Our schools are depriving kids of a chance to be truly bilingual, which is a skill that’s in demand.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>This is the second in a series \u003cem>about what it will take for California to succeed with the nearly one and a half million students in public schools who are learning English as a second language.\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>To read about the Luque family and Jose's older sister Lidia who came to California as a baby and is now considered proficient, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>Tomorrow, we'll meet Jose’s fifth grade brother Angel to find out more about what teachers can do to help kids get ahead.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>Zaidee Stavely contributed to this story.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10555201/avoiding-the-dead-end-of-never-learning-english","authors":["218","231"],"programs":["news_6944"],"categories":["news_18540","news_8"],"tags":["news_17766","news_18129"],"featImg":"news_10555497","label":"news_6944"},"news_10552284":{"type":"posts","id":"news_10552284","meta":{"index":"posts_1591205157","site":"news","id":"10552284","score":null,"sort":[1433854846000]},"guestAuthors":[],"slug":"in-california-schools-thousands-of-english-language-learners-getting-stuck","title":"In California Schools, Thousands of English Language Learners Getting Stuck","publishDate":1433854846,"format":"image","headTitle":"News Fix | KQED News","labelTerm":{"term":6944,"site":"news"},"content":"\u003cp>Veronica and Daniel Luque began their romance in the fields of Sinaloa, Mexico. Veronica spotted this good-looking guy who was working with her at a produce processing center.\u003c/p>\n\u003cp>\"He seemed like he had big dreams and a lot of goals for himself. I really liked that,\" says Mrs. Luque in Spanish.\u003c/p>\n\u003cp>After marrying, the couple had a baby girl named Lidia, whose arrival got them thinking about the future. They knew their home state in Mexico was known for two things: agriculture and drugs. Neither parent had made it through high school. So it really didn't take long to decide to try and bring Lidia to the United States.\u003c/p>\n\u003cp>\"I think my kids will have a better future here, because education here is at the forefront,\" says Mrs. Luque. \"The government wants all our kids to be educated. No matter the color of your skin, everybody gets the same education.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/209697969\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Fast forward 15 years and the Luques now have five children and live in San Jose. The house is boisterous, full of the sounds of little boys playing and laughing, and older boys playing video games.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lidia is the only girl. She's now 16 and a junior in high school. She's a model student and an avid singer, with plans to go to college.\u003c/p>\n\u003cfigure id=\"attachment_10552343\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg\">\u003cimg class=\"size-medium wp-image-10552343\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg\" alt=\"Lidia Luque playing with seven-year-old brother Bryan.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Lidia-and-Bryan-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Lidia-and-Bryan-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Lidia-and-Bryan-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Lidia-and-Bryan-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lidia Luque playing with seven-year-old brother Bryan. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I’m thinking of going into therapy, musical therapy, or keep going with my music studies to have a music major,\" she says.\u003c/p>\n\u003cp>It’s taken years, but Lidia’s finally confident in her English. Her parents still don’t speak it well, but they’ve made it a priority for their kids, who all attend San Jose public schools. But only Lidia knows English well enough to be considered academically fluent.\u003c/p>\n\u003cp>It wasn't always that way. Lidia started kindergarten terrified to speak English.\u003c/p>\n\u003cp>\"I always had my doubts,\" says Lidia. \"Like what if they hear my accent? When I was younger I wouldn’t say yellow, I would say jello. And it would always scare me that they would make fun of me for the way I was talking.\"\u003c/p>\n\u003cp>Lidia's also truly bilingual; her Spanish is fluent, too.\u003c/p>\n\u003cp>\"There’s moments where I feel like I know more Spanish than English, or more English than Spanish. It’s like back and forth. A ping pong match,\" she says.\u003c/p>\n\u003cp>Ever since Lidia started school in California, she's had to take the \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/\">state's English proficiency tests\u003c/a>, even in kindergarten.\u003c/p>\n\u003cfigure id=\"attachment_10552358\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas.jpg\">\u003cimg class=\"size-medium wp-image-10552358\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas-800x1200.jpg\" alt=\"Now that she's mastered English, Lidia Luque is doing well in school.\" width=\"800\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Diplomas-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Diplomas-400x600.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Diplomas-1440x2160.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Diplomas-1180x1770.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Diplomas-960x1440.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Diplomas.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Now that she's mastered English, Lidia Luque is doing well in school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now that she's fluent, she is more likely to graduate and go to college. Lidia herself actually thinks it's partly luck. When she was in third and fourth grade, she finally got a teacher who really focused on her language acquisition.\u003c/p>\n\u003cp>\"And it was the most sentimental day of my life, the day I was leaving, because she was the best teacher I could ask for,\" remembers Lidia. \"She helped me understand everything more. She would always ask me if I could stay after class so she could help me more with my English.\"\u003c/p>\n\u003cp>\u003cstrong>Struggling With English\u003c/strong>\u003c/p>\n\u003cp>The help she got is one reason why Lidia's really motivated to try and help her little brothers do their English homework. They were all born here -- Jose Daniel in eighth grade, Angel in fifth, Bryan in first, and Valentin in kindergarten.\u003c/p>\n\u003cp>Jose Daniel and Angel have been in public schools in San Jose since kindergarten, but like hundreds of thousands of students in California, they still struggle with academic English.\u003c/p>\n\u003cp>What’s going wrong?\u003c/p>\n\u003cp>\"It’s been very hard to get the state to take this on as a priority, says researcher Laurie Olsen, who holds a Ph.D. in Social and Cultural Studies in Education from U.C. Berkeley. \"There’s no plan in the state and there needs to be.\"\u003c/p>\n\u003cp>If anyone has the answer, it might be Olsen. For more than a decade, she's\u003ca href=\"https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB8QFjAA&url=http%3A%2F%2Fwww.californianstogether.org%2Fdocs%2Fdownload.aspx%3FfileId%3D227&ei=91x2VeyKIdDdoATj8YGABg&usg=AFQjCNFU0tZuzZZMCTTjPiFRnKUwBqGlYg&sig2=IFMbzdsAbnwjPy3W2B4N9A&bvm=bv.95277229,d.cGU\"> really zeroed in on this population of kids\u003c/a>. She's on the board of \u003ca href=\"http://www.californianstogether.org/\">Californians Together\u003c/a>, a coalition focused on protecting the rights of English Learners.\u003c/p>\n\u003cp>\"Teachers would start telling me about this group of kids they didn't know what to do with, that weren't the immigrant kids, the newcomer kids. Many of the kids had been in the states their whole lives, but clearly they didn't have the language they really needed to participate meaningfully in school,\" says Olsen.\u003c/p>\n\u003cp>Remember the English-Only movement of the late 1990s, when voters passed \u003ca href=\"http://primary98.sos.ca.gov/VoterGuide/Propositions/227text.htm\">Proposition 227, banning bilingual education\u003c/a>? By the time Lidia started kindergarten in San Jose, all teaching had to be in English, with little to no help in Spanish. That affected her performance in other subjects.\u003c/p>\n\u003cp>\"I struggled with math because of how the teachers would explain it in English and they’d use all these words I didn’t understand. And I would be like 'I don’t know what you’re saying. And this is hard,'\" she says.\u003c/p>\n\u003cp>It wasn’t until eighth grade that Lidia tested out of English Language Learner status. That’s so late, she was in danger of getting stuck. Thousands of kids like her never become proficient in English, and many eventually drop out. One reason they stall is they often go unnoticed: They are typically quiet and sit in the back of the classroom. They often don’t cause trouble. There’s even a label for them now: Long-Term English Learners, or LTELs.\u003c/p>\n\u003cfigure id=\"attachment_10552345\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids.jpg\">\u003cimg class=\"size-medium wp-image-10552345\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids-800x533.jpg\" alt=\"Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Luque-kids-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Luque-kids-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Luque-kids-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Luque-kids-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Luque-kids-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Luque-kids.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"By the time the students get to me, they don’t know what a noun and a verb is, so what’s going on?\" asks eighth-grade teacher Mike Sbarbaro.\u003c/p>\n\u003cp>He teaches at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School\u003c/a>, where the Luque boys attend. Three-quarters of the students are English learners. And that lack of exposure to native English speakers makes it more difficult for kids to learn the language from one another. That's unfortunate, because experts say peer language learning can be powerful.\u003c/p>\n\u003cp>Sbarbaro, for his part, thinks the reason kids get stuck is hard to pinpoint.\u003c/p>\n\u003cp>\"This is not on the teachers,\" says Sbarbaro. \"This is on the system. This is something intangible that we don’t know yet.\"\u003c/p>\n\u003cp>Luther Burbank Principal Marvelyn Maldonado has been trying to figure it out. She knows what kids are going through: She was an English-language learner herself. She’s started after-school programs and English classes for parents. She’s installed high-tech white boards that link images and text -- visuals that reinforce language.\u003c/p>\n\u003cp>The result is that far more Luther Burbank English learners in eighth grade ace the English test than kids in the state overall. Still, a third of students in eighth grade at Luther Burbank are stuck.\u003c/p>\n\u003cp>\"We’re certainly not satisfied with where we’re at,\" says Maldonado. \"We recognize that we have a long way to go. A long, long way to go.\"\u003c/p>\n\u003cp>It's not just Luther Burbank. Schools across California have a long way to go, says researcher Laurie Olsen.\u003c/p>\n\u003cp>\"What’s been applied to this group of struggling students are all the wrong kinds of interventions, all the wrong things, as if they’re just like struggling native-speaking students.\"\u003c/p>\n\u003cp>The state is now legally obligated to track the progress of these students. And California is focusing on English learners with new intensity: For two years now, Governor Brown has been sending more money to schools specifically to help English learners.\u003c/p>\n\u003cp>If the money is used effectively, it just might help Lidia's little brothers learn English faster.\u003c/p>\n\u003cp>\u003cem>This is the first in a three-part series about what it will take for California to succeed with the nearly 1.5 million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Tomorrow, we'll meet Lidia's younger brother Jose Daniel and learn about his struggle to avoid the dead end of never learning English.\u003c/em>\u003c/p>\n\u003cp>\u003cem>On Thursday, we'll meet their fifth-grade brother Angel, who's at an age where the right teaching could make a big difference.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Zaidee Stavely contributed to this piece.\u003c/p>\n\n","blocks":[],"excerpt":"Almost one in four California public school students are learning English as a second language. ","status":"publish","parent":0,"modified":1433947990,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":1523},"headData":{"title":"In California Schools, Thousands of English Language Learners Getting Stuck | KQED","description":"Almost one in four California public school students are learning English as a second language. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"10552284 http://ww2.kqed.org/news/?p=10552284","disqusUrl":"https://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck/","disqusTitle":"In California Schools, Thousands of English Language Learners Getting Stuck","path":"/news/10552284/in-california-schools-thousands-of-english-language-learners-getting-stuck","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Veronica and Daniel Luque began their romance in the fields of Sinaloa, Mexico. Veronica spotted this good-looking guy who was working with her at a produce processing center.\u003c/p>\n\u003cp>\"He seemed like he had big dreams and a lot of goals for himself. I really liked that,\" says Mrs. Luque in Spanish.\u003c/p>\n\u003cp>After marrying, the couple had a baby girl named Lidia, whose arrival got them thinking about the future. They knew their home state in Mexico was known for two things: agriculture and drugs. Neither parent had made it through high school. So it really didn't take long to decide to try and bring Lidia to the United States.\u003c/p>\n\u003cp>\"I think my kids will have a better future here, because education here is at the forefront,\" says Mrs. Luque. \"The government wants all our kids to be educated. No matter the color of your skin, everybody gets the same education.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/209697969&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/209697969'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Fast forward 15 years and the Luques now have five children and live in San Jose. The house is boisterous, full of the sounds of little boys playing and laughing, and older boys playing video games.\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>Lidia is the only girl. She's now 16 and a junior in high school. She's a model student and an avid singer, with plans to go to college.\u003c/p>\n\u003cfigure id=\"attachment_10552343\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg\">\u003cimg class=\"size-medium wp-image-10552343\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg\" alt=\"Lidia Luque playing with seven-year-old brother Bryan.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Lidia-and-Bryan-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Lidia-and-Bryan-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Lidia-and-Bryan-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Lidia-and-Bryan-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lidia Luque playing with seven-year-old brother Bryan. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I’m thinking of going into therapy, musical therapy, or keep going with my music studies to have a music major,\" she says.\u003c/p>\n\u003cp>It’s taken years, but Lidia’s finally confident in her English. Her parents still don’t speak it well, but they’ve made it a priority for their kids, who all attend San Jose public schools. But only Lidia knows English well enough to be considered academically fluent.\u003c/p>\n\u003cp>It wasn't always that way. Lidia started kindergarten terrified to speak English.\u003c/p>\n\u003cp>\"I always had my doubts,\" says Lidia. \"Like what if they hear my accent? When I was younger I wouldn’t say yellow, I would say jello. And it would always scare me that they would make fun of me for the way I was talking.\"\u003c/p>\n\u003cp>Lidia's also truly bilingual; her Spanish is fluent, too.\u003c/p>\n\u003cp>\"There’s moments where I feel like I know more Spanish than English, or more English than Spanish. It’s like back and forth. A ping pong match,\" she says.\u003c/p>\n\u003cp>Ever since Lidia started school in California, she's had to take the \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/\">state's English proficiency tests\u003c/a>, even in kindergarten.\u003c/p>\n\u003cfigure id=\"attachment_10552358\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas.jpg\">\u003cimg class=\"size-medium wp-image-10552358\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas-800x1200.jpg\" alt=\"Now that she's mastered English, Lidia Luque is doing well in school.\" width=\"800\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Diplomas-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Diplomas-400x600.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Diplomas-1440x2160.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Diplomas-1180x1770.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Diplomas-960x1440.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Diplomas.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Now that she's mastered English, Lidia Luque is doing well in school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now that she's fluent, she is more likely to graduate and go to college. Lidia herself actually thinks it's partly luck. When she was in third and fourth grade, she finally got a teacher who really focused on her language acquisition.\u003c/p>\n\u003cp>\"And it was the most sentimental day of my life, the day I was leaving, because she was the best teacher I could ask for,\" remembers Lidia. \"She helped me understand everything more. She would always ask me if I could stay after class so she could help me more with my English.\"\u003c/p>\n\u003cp>\u003cstrong>Struggling With English\u003c/strong>\u003c/p>\n\u003cp>The help she got is one reason why Lidia's really motivated to try and help her little brothers do their English homework. They were all born here -- Jose Daniel in eighth grade, Angel in fifth, Bryan in first, and Valentin in kindergarten.\u003c/p>\n\u003cp>Jose Daniel and Angel have been in public schools in San Jose since kindergarten, but like hundreds of thousands of students in California, they still struggle with academic English.\u003c/p>\n\u003cp>What’s going wrong?\u003c/p>\n\u003cp>\"It’s been very hard to get the state to take this on as a priority, says researcher Laurie Olsen, who holds a Ph.D. in Social and Cultural Studies in Education from U.C. Berkeley. \"There’s no plan in the state and there needs to be.\"\u003c/p>\n\u003cp>If anyone has the answer, it might be Olsen. For more than a decade, she's\u003ca href=\"https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB8QFjAA&url=http%3A%2F%2Fwww.californianstogether.org%2Fdocs%2Fdownload.aspx%3FfileId%3D227&ei=91x2VeyKIdDdoATj8YGABg&usg=AFQjCNFU0tZuzZZMCTTjPiFRnKUwBqGlYg&sig2=IFMbzdsAbnwjPy3W2B4N9A&bvm=bv.95277229,d.cGU\"> really zeroed in on this population of kids\u003c/a>. She's on the board of \u003ca href=\"http://www.californianstogether.org/\">Californians Together\u003c/a>, a coalition focused on protecting the rights of English Learners.\u003c/p>\n\u003cp>\"Teachers would start telling me about this group of kids they didn't know what to do with, that weren't the immigrant kids, the newcomer kids. Many of the kids had been in the states their whole lives, but clearly they didn't have the language they really needed to participate meaningfully in school,\" says Olsen.\u003c/p>\n\u003cp>Remember the English-Only movement of the late 1990s, when voters passed \u003ca href=\"http://primary98.sos.ca.gov/VoterGuide/Propositions/227text.htm\">Proposition 227, banning bilingual education\u003c/a>? By the time Lidia started kindergarten in San Jose, all teaching had to be in English, with little to no help in Spanish. That affected her performance in other subjects.\u003c/p>\n\u003cp>\"I struggled with math because of how the teachers would explain it in English and they’d use all these words I didn’t understand. And I would be like 'I don’t know what you’re saying. And this is hard,'\" she says.\u003c/p>\n\u003cp>It wasn’t until eighth grade that Lidia tested out of English Language Learner status. That’s so late, she was in danger of getting stuck. Thousands of kids like her never become proficient in English, and many eventually drop out. One reason they stall is they often go unnoticed: They are typically quiet and sit in the back of the classroom. They often don’t cause trouble. There’s even a label for them now: Long-Term English Learners, or LTELs.\u003c/p>\n\u003cfigure id=\"attachment_10552345\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids.jpg\">\u003cimg class=\"size-medium wp-image-10552345\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids-800x533.jpg\" alt=\"Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Luque-kids-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Luque-kids-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Luque-kids-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Luque-kids-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Luque-kids-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Luque-kids.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"By the time the students get to me, they don’t know what a noun and a verb is, so what’s going on?\" asks eighth-grade teacher Mike Sbarbaro.\u003c/p>\n\u003cp>He teaches at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School\u003c/a>, where the Luque boys attend. Three-quarters of the students are English learners. And that lack of exposure to native English speakers makes it more difficult for kids to learn the language from one another. That's unfortunate, because experts say peer language learning can be powerful.\u003c/p>\n\u003cp>Sbarbaro, for his part, thinks the reason kids get stuck is hard to pinpoint.\u003c/p>\n\u003cp>\"This is not on the teachers,\" says Sbarbaro. \"This is on the system. This is something intangible that we don’t know yet.\"\u003c/p>\n\u003cp>Luther Burbank Principal Marvelyn Maldonado has been trying to figure it out. She knows what kids are going through: She was an English-language learner herself. She’s started after-school programs and English classes for parents. She’s installed high-tech white boards that link images and text -- visuals that reinforce language.\u003c/p>\n\u003cp>The result is that far more Luther Burbank English learners in eighth grade ace the English test than kids in the state overall. Still, a third of students in eighth grade at Luther Burbank are stuck.\u003c/p>\n\u003cp>\"We’re certainly not satisfied with where we’re at,\" says Maldonado. \"We recognize that we have a long way to go. A long, long way to go.\"\u003c/p>\n\u003cp>It's not just Luther Burbank. Schools across California have a long way to go, says researcher Laurie Olsen.\u003c/p>\n\u003cp>\"What’s been applied to this group of struggling students are all the wrong kinds of interventions, all the wrong things, as if they’re just like struggling native-speaking students.\"\u003c/p>\n\u003cp>The state is now legally obligated to track the progress of these students. And California is focusing on English learners with new intensity: For two years now, Governor Brown has been sending more money to schools specifically to help English learners.\u003c/p>\n\u003cp>If the money is used effectively, it just might help Lidia's little brothers learn English faster.\u003c/p>\n\u003cp>\u003cem>This is the first in a three-part series about what it will take for California to succeed with the nearly 1.5 million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Tomorrow, we'll meet Lidia's younger brother Jose Daniel and learn about his struggle to avoid the dead end of never learning English.\u003c/em>\u003c/p>\n\u003cp>\u003cem>On Thursday, we'll meet their fifth-grade brother Angel, who's at an age where the right teaching could make a big difference.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Zaidee Stavely contributed to this piece.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10552284/in-california-schools-thousands-of-english-language-learners-getting-stuck","authors":["218","231"],"programs":["news_6944"],"categories":["news_18540","news_8"],"tags":["news_17766","news_18129"],"featImg":"news_10552299","label":"news_6944"},"news_10533353":{"type":"posts","id":"news_10533353","meta":{"index":"posts_1591205157","site":"news","id":"10533353","score":null,"sort":[1432322408000]},"guestAuthors":[],"slug":"struggling-with-english-from-kindergarten-to-high-school-graduation","title":"Struggling With English, From Kindergarten to High School Graduation","publishDate":1432322408,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>A few weeks before high school graduation, Oakland senior Deyri Rabadan still isn't sure if she'll get her diploma.\u003c/p>\n\u003cp>\"Honestly, I have thought of dropping out before,\" says 17-year-old Deyri, a student at \u003ca href=\"http://www.ousd.k12.ca.us/ccpa\">Coliseum College Prep Academy\u003c/a>. \"And that is because, I mean, I don’t really know my English really well.\"\u003c/p>\n\u003cp>Deyri is waiting on the results of her last California High School Exit Exam. She's taken it seven times. Each time before, she’s failed the English-language arts portion. And every year since kindergarten, she's had to retake the English proficiency test, too, because she still doesn't meet the standards to be considered fluent.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/206733869\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>\"It makes me feel really mad, angry, sad,\" says Deyri. \"To be honest, I feel stupid, because I’m taking the same test over and over and over. It’s simple questions, but it's just that my reading comprehension, it’s not really good. And my essay portion, also. I know the format of writing an essay, but it's just that I don’t use a strong vocabulary.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Deyri isn't a newcomer. She moved to the United States from Mexico when she was 2½ years old. And she’s been in public school here since kindergarten. In fact, almost three out of four English learners in California middle and high schools have been here for most of their school years. Yet English-language learners are \u003ca href=\"http://dq.cde.ca.gov/dataquest/cohortrates/CRByProgram.aspx?cds=00000000000000&TheYear=2013-14&Agg=T&Topic=Graduates&RC=State&SubGroup=Ethnic/Racial\">less likely to graduate than almost any other group\u003c/a>: less than two-thirds of them make it.\u003c/p>\n\u003cp>So what's going on? Well, for one, kids like Deyri are missing out on opportunities to practice English in an academic setting.\u003c/p>\n\u003cp>\"I feel like if I speak up in class or I try to participate in class, other students are going to be like, ‘What is she talking about?' \" says Deyri. She's felt like that for years.\u003c/p>\n\u003cfigure id=\"attachment_10533743\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut.jpg\">\u003cimg class=\"size-medium wp-image-10533743\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut-800x600.jpg\" alt=\"Deyri Rabadan has been in school in Oakland since kindergarten, but has struggled to pass the English proficiency exam and the high school exit exam.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Deyri Rabadan has been in school in Oakland since kindergarten, but has struggled to pass the English proficiency exam and the high school exit exam. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Not only do kids like Deyri often lack the confidence to speak up; they're also frequently in schools with few fluent speakers of English, so they pick up mistakes from each other that are hard to shake off years down the road.\u003c/p>\n\u003cp>English learners are supposed to get 30 minutes of help in English-language development every day, but many don't.\u003c/p>\n\u003cp>Not knowing English well makes it harder to learn things like science and history. Some kids get frustrated and drop out. Others, like Deyri, keep trying but have big gaps in their learning. Meanwhile, they often think they're fluent in English, because they get along socially.\u003c/p>\n\u003cp>\"You have students who for years haven’t been successful in school and don’t really know why. And no one else really knows why,\" explains Nina Portugal. She teaches a class designed especially for these \"long-term English learners\" at Castlemont High School in Oakland.\u003c/p>\n\u003cp>\"It frustrated me a lot when I first came to Oakland,\" says Portugal.\u003c/p>\n\u003cfigure id=\"attachment_10533740\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut.jpg\">\u003cimg class=\"size-medium wp-image-10533740\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut-800x600.jpg\" alt=\"Long-term English Learners in sixth through eighth grade at Coliseum College Prep Academy set goals to become proficient in the language. Teachers say it's empowering.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Long-term English learners in sixth through eighth grade at Coliseum College Prep Academy set goals to become proficient in the language. Teachers say it's empowering. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"People would say, 'Oh, they're not an English learner.' And I would say, 'But they are! They're reading five, six grade levels below, they think in Spanish, and when you talk to them, they don’t know what was going on in your class.' And the teachers would be like, 'Oh! I guess I never realized.'\"\u003c/p>\n\u003cp>Only recently did the state start realizing. Last school year, it started tracking kids in every school who have been English learners for more than six years.\u003c/p>\n\u003cp>In part that was because of momentum sparked by\u003ca href=\"https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB8QFjAA&url=http%3A%2F%2Fwww.californianstogether.org%2Fdocs%2Fdownload.aspx%3FfileId%3D227&ei=ofJdVf-aNdKpogSZx4HoBg&usg=AFQjCNFU0tZuzZZMCTTjPiFRnKUwBqGlYg&sig2=gDH3_JeBtLA0-lTq37BpBA&bvm=bv.93990622,d.cGU\"> research published by Laurie Olsen\u003c/a> of Californians Together. It was called \"Reparable Harm\" because Olsen believes strongly this is a problem that can be prevented.\u003c/p>\n\u003cp>\"If a student has been in our schools for five, six, 10, 11 years, we certainly should have been able to get them to English proficiency and mastering the academic content,\" says Olsen. \"It really starts right from the first day they enter school. Right from the start we should have them actively involved, engaged in rich language, falling in love with language. We should be developing their home language along with English! That’s where they have a knowledge base.\"\u003c/p>\n\u003cp>Teachers and districts around the state have come up with new approaches to turn things around for the kids who have already been in school for longer than six years and still aren't English-proficient.\u003c/p>\n\u003cp>A big part of Oakland Unified's strategy is to explain to students why they're struggling and what they need to work on. Teachers say it's empowering students to improve. Olsen agrees.\u003c/p>\n\u003cp>\"That is just wonderfully powerful to students who have been confused year after year of, 'Why am I struggling?' Putting power in their hands, engaging them in charting their path, is one of the aspects that is making a difference in some districts,\" says Olsen.\u003c/p>\n\u003cfigure id=\"attachment_10533741\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut.jpg\">\u003cimg class=\"size-medium wp-image-10533741\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut-800x600.jpg\" alt=\"Mariko White teaches long-term English learners at Coliseum College Prep Academy.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mariko White teaches long-term English learners at Coliseum College Prep Academy. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>There's a class just for these students at Deyri Rabadan's sixth-through-12th grade school, Coliseum College Prep Academy, but it's only for middle schoolers.\u003c/p>\n\u003cp>One morning, two sixth-graders are timing each other to see how many words they can read in one minute. Another group is taking vocabulary quizzes on computers. And a group of three is digging deep into a passage from Anne Frank’s \"Diary of a Young Girl\" to help them stay up to speed as they study the book in their regular English class. Teacher Mariko White is going over a metaphor with them.\u003c/p>\n\u003cp>\"So what is happening, is she literally seeing these clouds coming?\" asks teacher Mariko White.\u003c/p>\n\u003cp>\"No, they see the Nazis getting closer and closer,\" says one boy.\u003c/p>\n\u003cp>\"In her mind she sees it,\" adds another.\u003c/p>\n\u003cp>\"So how can we say that, in your mind?\"\u003c/p>\n\u003caside class=\"alignright\">California school districts now receive more money based on how many English learners are enrolled. But how are they using that money? It's apparently anyone's guess, according to \u003ca href=\"http://www.ciclt.net/ul/calto/AReportonYearOneLCAPs_2015-04-22.pdf\">a new report from Californians Together and Loyola Marymount University\u003c/a>.The study looked at Local Control Accountability Plans for 29 districts in the state, including those with the highest numbers and highest concentrations of English-language learners.\u003c/aside>\n\u003cp>\"She imagines ... \"\u003c/p>\n\u003cp>White says using the text from their regular English class has made a big difference for kids to be able to understand concepts and participate in academic discussions.\u003c/p>\n\u003cp>\"I’ve been in their classes and a kid will look at me and go, 'Ah! Oh yeah, we did this!' And they’ve been able to participate,\" says White.\u003c/p>\n\u003cp>The approach seems to be paying off: More than three times as many high school English learners in Oakland met the requirements this year to be reclassified as English-proficient as in previous years.\u003c/p>\n\u003cp>This kind of class was never available for Deyri Rabadan.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But she just got some good news. On her seventh try, Deyri finally passed the high school exit exam. She's planning to go to college in the fall. The reading will be a challenge, she says, but it's one she wants to take on, because she wants to forge a path for her two younger sisters to follow.\u003c/p>\n\n","blocks":[],"excerpt":"California only recently started tracking kids who have been English learners for more than six years.","status":"publish","parent":0,"modified":1432331413,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1328},"headData":{"title":"Struggling With English, From Kindergarten to High School Graduation | KQED","description":"California only recently started tracking kids who have been English learners for more than six years.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"10533353 http://ww2.kqed.org/news/?p=10533353","disqusUrl":"https://ww2.kqed.org/news/2015/05/22/struggling-with-english-from-kindergarten-to-high-school-graduation/","disqusTitle":"Struggling With English, From Kindergarten to High School Graduation","path":"/news/10533353/struggling-with-english-from-kindergarten-to-high-school-graduation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A few weeks before high school graduation, Oakland senior Deyri Rabadan still isn't sure if she'll get her diploma.\u003c/p>\n\u003cp>\"Honestly, I have thought of dropping out before,\" says 17-year-old Deyri, a student at \u003ca href=\"http://www.ousd.k12.ca.us/ccpa\">Coliseum College Prep Academy\u003c/a>. \"And that is because, I mean, I don’t really know my English really well.\"\u003c/p>\n\u003cp>Deyri is waiting on the results of her last California High School Exit Exam. She's taken it seven times. Each time before, she’s failed the English-language arts portion. And every year since kindergarten, she's had to retake the English proficiency test, too, because she still doesn't meet the standards to be considered fluent.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/206733869&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/206733869'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"It makes me feel really mad, angry, sad,\" says Deyri. \"To be honest, I feel stupid, because I’m taking the same test over and over and over. It’s simple questions, but it's just that my reading comprehension, it’s not really good. And my essay portion, also. I know the format of writing an essay, but it's just that I don’t use a strong vocabulary.\"\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>Deyri isn't a newcomer. She moved to the United States from Mexico when she was 2½ years old. And she’s been in public school here since kindergarten. In fact, almost three out of four English learners in California middle and high schools have been here for most of their school years. Yet English-language learners are \u003ca href=\"http://dq.cde.ca.gov/dataquest/cohortrates/CRByProgram.aspx?cds=00000000000000&TheYear=2013-14&Agg=T&Topic=Graduates&RC=State&SubGroup=Ethnic/Racial\">less likely to graduate than almost any other group\u003c/a>: less than two-thirds of them make it.\u003c/p>\n\u003cp>So what's going on? Well, for one, kids like Deyri are missing out on opportunities to practice English in an academic setting.\u003c/p>\n\u003cp>\"I feel like if I speak up in class or I try to participate in class, other students are going to be like, ‘What is she talking about?' \" says Deyri. She's felt like that for years.\u003c/p>\n\u003cfigure id=\"attachment_10533743\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut.jpg\">\u003cimg class=\"size-medium wp-image-10533743\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut-800x600.jpg\" alt=\"Deyri Rabadan has been in school in Oakland since kindergarten, but has struggled to pass the English proficiency exam and the high school exit exam.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15235_IMG_20150420_144604-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Deyri Rabadan has been in school in Oakland since kindergarten, but has struggled to pass the English proficiency exam and the high school exit exam. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Not only do kids like Deyri often lack the confidence to speak up; they're also frequently in schools with few fluent speakers of English, so they pick up mistakes from each other that are hard to shake off years down the road.\u003c/p>\n\u003cp>English learners are supposed to get 30 minutes of help in English-language development every day, but many don't.\u003c/p>\n\u003cp>Not knowing English well makes it harder to learn things like science and history. Some kids get frustrated and drop out. Others, like Deyri, keep trying but have big gaps in their learning. Meanwhile, they often think they're fluent in English, because they get along socially.\u003c/p>\n\u003cp>\"You have students who for years haven’t been successful in school and don’t really know why. And no one else really knows why,\" explains Nina Portugal. She teaches a class designed especially for these \"long-term English learners\" at Castlemont High School in Oakland.\u003c/p>\n\u003cp>\"It frustrated me a lot when I first came to Oakland,\" says Portugal.\u003c/p>\n\u003cfigure id=\"attachment_10533740\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut.jpg\">\u003cimg class=\"size-medium wp-image-10533740\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut-800x600.jpg\" alt=\"Long-term English Learners in sixth through eighth grade at Coliseum College Prep Academy set goals to become proficient in the language. Teachers say it's empowering.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15234_IMG_20150420_124016-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Long-term English learners in sixth through eighth grade at Coliseum College Prep Academy set goals to become proficient in the language. Teachers say it's empowering. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"People would say, 'Oh, they're not an English learner.' And I would say, 'But they are! They're reading five, six grade levels below, they think in Spanish, and when you talk to them, they don’t know what was going on in your class.' And the teachers would be like, 'Oh! I guess I never realized.'\"\u003c/p>\n\u003cp>Only recently did the state start realizing. Last school year, it started tracking kids in every school who have been English learners for more than six years.\u003c/p>\n\u003cp>In part that was because of momentum sparked by\u003ca href=\"https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB8QFjAA&url=http%3A%2F%2Fwww.californianstogether.org%2Fdocs%2Fdownload.aspx%3FfileId%3D227&ei=ofJdVf-aNdKpogSZx4HoBg&usg=AFQjCNFU0tZuzZZMCTTjPiFRnKUwBqGlYg&sig2=gDH3_JeBtLA0-lTq37BpBA&bvm=bv.93990622,d.cGU\"> research published by Laurie Olsen\u003c/a> of Californians Together. It was called \"Reparable Harm\" because Olsen believes strongly this is a problem that can be prevented.\u003c/p>\n\u003cp>\"If a student has been in our schools for five, six, 10, 11 years, we certainly should have been able to get them to English proficiency and mastering the academic content,\" says Olsen. \"It really starts right from the first day they enter school. Right from the start we should have them actively involved, engaged in rich language, falling in love with language. We should be developing their home language along with English! That’s where they have a knowledge base.\"\u003c/p>\n\u003cp>Teachers and districts around the state have come up with new approaches to turn things around for the kids who have already been in school for longer than six years and still aren't English-proficient.\u003c/p>\n\u003cp>A big part of Oakland Unified's strategy is to explain to students why they're struggling and what they need to work on. Teachers say it's empowering students to improve. Olsen agrees.\u003c/p>\n\u003cp>\"That is just wonderfully powerful to students who have been confused year after year of, 'Why am I struggling?' Putting power in their hands, engaging them in charting their path, is one of the aspects that is making a difference in some districts,\" says Olsen.\u003c/p>\n\u003cfigure id=\"attachment_10533741\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut.jpg\">\u003cimg class=\"size-medium wp-image-10533741\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut-800x600.jpg\" alt=\"Mariko White teaches long-term English learners at Coliseum College Prep Academy.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/05/RS15232_IMG_20150420_124132-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mariko White teaches long-term English learners at Coliseum College Prep Academy. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>There's a class just for these students at Deyri Rabadan's sixth-through-12th grade school, Coliseum College Prep Academy, but it's only for middle schoolers.\u003c/p>\n\u003cp>One morning, two sixth-graders are timing each other to see how many words they can read in one minute. Another group is taking vocabulary quizzes on computers. And a group of three is digging deep into a passage from Anne Frank’s \"Diary of a Young Girl\" to help them stay up to speed as they study the book in their regular English class. Teacher Mariko White is going over a metaphor with them.\u003c/p>\n\u003cp>\"So what is happening, is she literally seeing these clouds coming?\" asks teacher Mariko White.\u003c/p>\n\u003cp>\"No, they see the Nazis getting closer and closer,\" says one boy.\u003c/p>\n\u003cp>\"In her mind she sees it,\" adds another.\u003c/p>\n\u003cp>\"So how can we say that, in your mind?\"\u003c/p>\n\u003caside class=\"alignright\">California school districts now receive more money based on how many English learners are enrolled. But how are they using that money? It's apparently anyone's guess, according to \u003ca href=\"http://www.ciclt.net/ul/calto/AReportonYearOneLCAPs_2015-04-22.pdf\">a new report from Californians Together and Loyola Marymount University\u003c/a>.The study looked at Local Control Accountability Plans for 29 districts in the state, including those with the highest numbers and highest concentrations of English-language learners.\u003c/aside>\n\u003cp>\"She imagines ... \"\u003c/p>\n\u003cp>White says using the text from their regular English class has made a big difference for kids to be able to understand concepts and participate in academic discussions.\u003c/p>\n\u003cp>\"I’ve been in their classes and a kid will look at me and go, 'Ah! Oh yeah, we did this!' And they’ve been able to participate,\" says White.\u003c/p>\n\u003cp>The approach seems to be paying off: More than three times as many high school English learners in Oakland met the requirements this year to be reclassified as English-proficient as in previous years.\u003c/p>\n\u003cp>This kind of class was never available for Deyri Rabadan.\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>But she just got some good news. On her seventh try, Deyri finally passed the high school exit exam. She's planning to go to college in the fall. The reading will be a challenge, she says, but it's one she wants to take on, because she wants to forge a path for her two younger sisters to follow.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10533353/struggling-with-english-from-kindergarten-to-high-school-graduation","authors":["3225"],"programs":["news_72"],"categories":["news_18540","news_1169","news_8"],"tags":["news_17766","news_4922","news_18129","news_17286","news_17041"],"featImg":"news_10533742","label":"news_72"},"news_10490289":{"type":"posts","id":"news_10490289","meta":{"index":"posts_1591205157","site":"news","id":"10490289","score":null,"sort":[1430751636000]},"guestAuthors":[],"slug":"with-new-funds-on-the-horizon-its-back-to-school-for-adult-education","title":"With New Funds on the Horizon, It's Back to School for Adult Education","publishDate":1430751636,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>Sarah Motola’s English-as-a-second-language class at \u003ca href=\"http://www.vusd.org/AdultSchool.cfm\">Visalia Adult School\u003c/a> is prioritizing a list of work habits.\u003c/p>\n\u003cp>“What’s the most important after ‘comes to work on time?’ ” asks Motola. “Follow instructions,” the class says in unison. “OK, good. So let’s make that No.2,” says Motola.\u003c/p>\n\u003cp>The students here learn to use the language to navigate a new system -- get a bank account, talk to a doctor or go to work.\u003c/p>\n\u003cp>They come to the Central Valley from all corners of the globe -- Poland, Iran, Puerto Rico, China, India. “Our eldest student is 88 years old, from Argentina, and then we get a lot of people from Mexico,” says Motola.\u003c/p>\n\u003cp>Some have never been in a classroom before, and some have degrees from other countries. Fatemeh Moin, 60, recently emigrated from Iran. She has been here for only two months, but she’s already enrolled in the ESL class. In Iran, she was a pistachio farmer. She wants to try her luck here.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I want to start here, the same business I had in Iran, so I thought I need to learn English,” says Moin.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/203436771\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Guadalupe Soto DeHaro came to the United States at age 14 and had five children. Now she’s 37 and she says she finally has time to study English. She wants to better support her children in school. Getting a job was another possibility.\u003c/p>\n\u003cp>“I think I can’t get a job because I don’t speak too much English,” she says. But she’s a quick study and recently got a job at Taco Bell.\u003c/p>\n\u003cp>In another classroom, students do math to prepare for their GED or high school equivalency exam. Many want to go on to community college.\u003c/p>\n\u003cp>Yesenia Jaribay, 28, takes two buses to get here after dropping her kids off at school. She says she left an abusive marriage, and right now she’s just hoping to find work.\u003c/p>\n\u003cp>“It’s really hard to get a job when you don’t finish school,” says Jaribay, who wants to be a psychologist.\u003c/p>\n\u003cfigure id=\"attachment_10490311\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1.jpg\">\u003cimg class=\"wp-image-10490311 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1-800x665.jpg\" alt=\"Student Hilda Sanchez (right) gets help from ESL teacher Sarah Motola.\" width=\"800\" height=\"665\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1-800x665.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1-400x333.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1-1440x1198.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1-1180x982.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1-768x639.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1-320x266.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1.jpg 2046w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Hilda Sanchez (right) gets help from ESL teacher Sarah Motola. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These students are among the lucky ones. They still have an adult school to attend. In the San Joaquin Valley alone, about half the adult schools closed after K-12 school districts shifted the funds to other programs during the recession. The programs that managed to stay open suffered severe cuts.\u003c/p>\n\u003cp>“I’ve got a classroom empty in every building right now because I haven’t been able to re-staff,” says John Werner, an assistant principal at Visalia Adult School.\u003c/p>\n\u003cp>But there’s some good news on the horizon: Gov. Jerry Brown’s proposed budget includes a \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCgQFjAB&url=http%3A%2F%2Fwww.ebudget.ca.gov%2F2015-16%2Fpdf%2FBudgetSummary%2FKthru12Education.pdf&ei=u9QuVe-QAdSoyATAuYGAAw&usg=AFQjCNGet1oNKpsgtkn5DNMthFft7_9Ubw&bvm=bv.90790515,d.aWw\">$500 million block grant \u003c/a>to breathe new life into adult education.\u003c/p>\n\u003cp>“I never thought, in my professional career, I’d see dedicated funding come back to adult education,” says Debra Jones, dean of career education practices at the California Community Colleges Chancellor's Office. For her, it’s a social justice issue.\u003c/p>\n\u003cp>“The students are underrepresented students, they’re immigrant students. Some are undocumented,” she says. “They’re disenfranchised in our society, and it’s a really a conversation about poverty and race.”\u003c/p>\n\u003cp>Werner witnesses that poverty every day. “Our area really is the Appalachia of the West,” he says. Adult schools are imperative for economic development, especially in areas like the Central Valley where poverty is rampant, says Werner.\u003c/p>\n\u003cp>“It’s critical to the health of our communities that we invest heavily in education because it’s going to lift us all together,” he adds.\u003c/p>\n\u003cp>The proposed block grant would require school districts, community colleges and other organizations, such as workforce investment boards, to operate in a new way, as local boards or consortia coordinating adult education. These local boards are tasked with assessing community needs and streamlining programs so that nothing is duplicated. These tasks fall under \u003ca href=\"http://ab86.cccco.edu/\">Assembly Bill 86\u003c/a>.\u003c/p>\n\u003cp>Werner says his area is making headway under Sacramento’s orders.\u003c/p>\n\u003cp>“It’s helped us understand who our partners and allies are,” he says. “We’ve been operating in silos to the point that we didn’t know about each other.”\u003c/p>\n\u003cp>This year, a big chunk of the block grant will continue to fund the adult schools that remain in operation. But eventually, the money is slated to flow through the Community Colleges Chancellor's Office rather than the school districts. Some educators say that will just create more bureaucracy.\u003c/p>\n\u003cp>“We would love to see an opportunity to rebuild what was lost. There are so many communities without adult services,” says Karen Arthur, an ESL teacher in Oxnard. But she wants direct funding through the Department of Education.\u003c/p>\n\u003cp>“We don’t want our money tied up in the chancellor’s office. Also, we don’t want to create an entirely new bureaucracy to distribute funds when we have pathways that have worked fine. Honestly, there’s no need to reinvent that wheel,” says Arthur, who started the \u003ca href=\"http://www.a4cas.org/\">Alliance for California Adult Schools \u003c/a>to oppose the consolidation. “We’ve seen so much devastation to the adult school system, and we don’t want to be left vulnerable on the other side of this reform.”\u003c/p>\n\u003cp>However the money flows, students like Tommy Juarez will still be signing up for adult school classes. He’s a tree trimmer -- hard labor, he says -- and he knows if he gets hurt on the job, he’ll be out of work with no pay. He dropped out of high school decades ago. Now he’s working on his GED.\u003c/p>\n\u003cp>“I talked to my kids, I want to set a good example, let them know they should never give up. So I’m back.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Back at adult school -- joining others who may also be able to return under the governor’s block grant.\u003c/p>\n\n","blocks":[],"excerpt":"Huge demand for classes, such as ESL sessions in Visalia, illustrates need for increase in programs.","status":"publish","parent":0,"modified":1430528280,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1091},"headData":{"title":"With New Funds on the Horizon, It's Back to School for Adult Education | KQED","description":"Huge demand for classes, such as ESL sessions in Visalia, illustrates need for increase in programs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"10490289 http://ww2.kqed.org/news/?p=10490289","disqusUrl":"https://ww2.kqed.org/news/2015/05/04/with-new-funds-on-the-horizon-its-back-to-school-for-adult-education/","disqusTitle":"With New Funds on the Horizon, It's Back to School for Adult Education","path":"/news/10490289/with-new-funds-on-the-horizon-its-back-to-school-for-adult-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sarah Motola’s English-as-a-second-language class at \u003ca href=\"http://www.vusd.org/AdultSchool.cfm\">Visalia Adult School\u003c/a> is prioritizing a list of work habits.\u003c/p>\n\u003cp>“What’s the most important after ‘comes to work on time?’ ” asks Motola. “Follow instructions,” the class says in unison. “OK, good. So let’s make that No.2,” says Motola.\u003c/p>\n\u003cp>The students here learn to use the language to navigate a new system -- get a bank account, talk to a doctor or go to work.\u003c/p>\n\u003cp>They come to the Central Valley from all corners of the globe -- Poland, Iran, Puerto Rico, China, India. “Our eldest student is 88 years old, from Argentina, and then we get a lot of people from Mexico,” says Motola.\u003c/p>\n\u003cp>Some have never been in a classroom before, and some have degrees from other countries. Fatemeh Moin, 60, recently emigrated from Iran. She has been here for only two months, but she’s already enrolled in the ESL class. In Iran, she was a pistachio farmer. She wants to try her luck here.\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 want to start here, the same business I had in Iran, so I thought I need to learn English,” says Moin.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/203436771&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/203436771'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Guadalupe Soto DeHaro came to the United States at age 14 and had five children. Now she’s 37 and she says she finally has time to study English. She wants to better support her children in school. Getting a job was another possibility.\u003c/p>\n\u003cp>“I think I can’t get a job because I don’t speak too much English,” she says. But she’s a quick study and recently got a job at Taco Bell.\u003c/p>\n\u003cp>In another classroom, students do math to prepare for their GED or high school equivalency exam. Many want to go on to community college.\u003c/p>\n\u003cp>Yesenia Jaribay, 28, takes two buses to get here after dropping her kids off at school. She says she left an abusive marriage, and right now she’s just hoping to find work.\u003c/p>\n\u003cp>“It’s really hard to get a job when you don’t finish school,” says Jaribay, who wants to be a psychologist.\u003c/p>\n\u003cfigure id=\"attachment_10490311\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1.jpg\">\u003cimg class=\"wp-image-10490311 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1-800x665.jpg\" alt=\"Student Hilda Sanchez (right) gets help from ESL teacher Sarah Motola.\" width=\"800\" height=\"665\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1-800x665.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1-400x333.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1-1440x1198.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1-1180x982.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1-768x639.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1-320x266.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/Sarah-Motola-works-with-a-student1.jpg 2046w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Hilda Sanchez (right) gets help from ESL teacher Sarah Motola. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These students are among the lucky ones. They still have an adult school to attend. In the San Joaquin Valley alone, about half the adult schools closed after K-12 school districts shifted the funds to other programs during the recession. The programs that managed to stay open suffered severe cuts.\u003c/p>\n\u003cp>“I’ve got a classroom empty in every building right now because I haven’t been able to re-staff,” says John Werner, an assistant principal at Visalia Adult School.\u003c/p>\n\u003cp>But there’s some good news on the horizon: Gov. Jerry Brown’s proposed budget includes a \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCgQFjAB&url=http%3A%2F%2Fwww.ebudget.ca.gov%2F2015-16%2Fpdf%2FBudgetSummary%2FKthru12Education.pdf&ei=u9QuVe-QAdSoyATAuYGAAw&usg=AFQjCNGet1oNKpsgtkn5DNMthFft7_9Ubw&bvm=bv.90790515,d.aWw\">$500 million block grant \u003c/a>to breathe new life into adult education.\u003c/p>\n\u003cp>“I never thought, in my professional career, I’d see dedicated funding come back to adult education,” says Debra Jones, dean of career education practices at the California Community Colleges Chancellor's Office. For her, it’s a social justice issue.\u003c/p>\n\u003cp>“The students are underrepresented students, they’re immigrant students. Some are undocumented,” she says. “They’re disenfranchised in our society, and it’s a really a conversation about poverty and race.”\u003c/p>\n\u003cp>Werner witnesses that poverty every day. “Our area really is the Appalachia of the West,” he says. Adult schools are imperative for economic development, especially in areas like the Central Valley where poverty is rampant, says Werner.\u003c/p>\n\u003cp>“It’s critical to the health of our communities that we invest heavily in education because it’s going to lift us all together,” he adds.\u003c/p>\n\u003cp>The proposed block grant would require school districts, community colleges and other organizations, such as workforce investment boards, to operate in a new way, as local boards or consortia coordinating adult education. These local boards are tasked with assessing community needs and streamlining programs so that nothing is duplicated. These tasks fall under \u003ca href=\"http://ab86.cccco.edu/\">Assembly Bill 86\u003c/a>.\u003c/p>\n\u003cp>Werner says his area is making headway under Sacramento’s orders.\u003c/p>\n\u003cp>“It’s helped us understand who our partners and allies are,” he says. “We’ve been operating in silos to the point that we didn’t know about each other.”\u003c/p>\n\u003cp>This year, a big chunk of the block grant will continue to fund the adult schools that remain in operation. But eventually, the money is slated to flow through the Community Colleges Chancellor's Office rather than the school districts. Some educators say that will just create more bureaucracy.\u003c/p>\n\u003cp>“We would love to see an opportunity to rebuild what was lost. There are so many communities without adult services,” says Karen Arthur, an ESL teacher in Oxnard. But she wants direct funding through the Department of Education.\u003c/p>\n\u003cp>“We don’t want our money tied up in the chancellor’s office. Also, we don’t want to create an entirely new bureaucracy to distribute funds when we have pathways that have worked fine. Honestly, there’s no need to reinvent that wheel,” says Arthur, who started the \u003ca href=\"http://www.a4cas.org/\">Alliance for California Adult Schools \u003c/a>to oppose the consolidation. “We’ve seen so much devastation to the adult school system, and we don’t want to be left vulnerable on the other side of this reform.”\u003c/p>\n\u003cp>However the money flows, students like Tommy Juarez will still be signing up for adult school classes. He’s a tree trimmer -- hard labor, he says -- and he knows if he gets hurt on the job, he’ll be out of work with no pay. He dropped out of high school decades ago. Now he’s working on his GED.\u003c/p>\n\u003cp>“I talked to my kids, I want to set a good example, let them know they should never give up. So I’m back.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Back at adult school -- joining others who may also be able to return under the governor’s block grant.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10490289/with-new-funds-on-the-horizon-its-back-to-school-for-adult-education","authors":["208"],"programs":["news_72"],"categories":["news_18540","news_8"],"tags":["news_17766","news_17286","news_17041"],"featImg":"news_10491605","label":"news_72"},"news_10444766":{"type":"posts","id":"news_10444766","meta":{"index":"posts_1591205157","site":"news","id":"10444766","score":null,"sort":[1426431603000]},"guestAuthors":[],"slug":"schools-turn-to-arts-to-improve-achievement","title":"How California Schools Are Using Art to Boost Achievement","publishDate":1426431603,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>In a first-grade classroom at \u003ca href=\"http://www.peraltaschool.org/\">Peralta Elementary School\u003c/a> in Oakland, children concentrate on detailed pencil drawings of scenes from the underground railroad. Safehouses and trap doors appear on paper. One boy is drawing dogs with pointy teeth.\u003c/p>\n\u003cp>Here at Peralta, art is never just about art. These first-graders are learning about history, but they're also practicing math, measuring with their fingers to figure out where to draw horizon lines. Teacher Pam Lucker is helping the students include perspective.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/195758277\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>\"If I look at this lady, for example, she takes up about three-quarters of the page. Your lady is a little bit bigger, especially her head. ... Do you see that?\" Lucker asks a little girl.\u003c/p>\n\u003cp>After years of arts taking second stage to math and reading, a state task force is now recommending arts be returned to California classrooms as a core subject.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Peralta is a model for how art can be woven into every lesson. Even when other schools were dropping the arts, teachers here have integrated art and music into their classes for at least 15 years. Lucker says it helps her as a teacher.\u003c/p>\n\u003cfigure id=\"attachment_10452229\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut.jpg\">\u003cimg class=\"size-medium wp-image-10452229\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-800x600.jpg\" alt=\"Principal Sonia Aramburo tracks student test scores at Mary Chapa Academy in Greenfield, CA.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Principal Sonia Aramburo tracks student test scores at Mary Chapa Academy in Greenfield, CA. It’s too soon to say if art is changing outcomes, but there’s no question that students here are engaged. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Art and writing are ways that I can take the lids off my kids’ heads and see what’s going on,\" said Lucker. \"It helps me understand what they’re understanding of what I’ve taught.\"\u003c/p>\n\u003cp>Teachers here believe there’s another benefit to art: It teaches kids how to think creatively, which they say is an essential skill for future jobs. Ana Thomas strives to teach multimedia to her fourth-graders. Right now, they're working on an interactive marine wall.\u003c/p>\n\u003cp>\"It'll have these layers to it, where you can flip up and see, maybe the life cycle, with a flipbook, or there'll be a little plastic bag installed, where you can press a button and maybe hear the sound of the California harbor seal,\" said Thomas.\u003c/p>\n\u003cp>Embedding sound was the idea of a student, who is really excited to learn as much as she can about the harbor seal. That's one of the goals of arts-integrated classrooms: to hook students to really delve deep into their schoolwork.\u003c/p>\n\u003cp>\u003cstrong>How One School Reintroduced Art into Education\u003c/strong>\u003c/p>\n\u003cp>So why don’t all schools in California have as much art as Peralta?\u003c/p>\n\u003cp>Well, part of it is money. Budget cuts have pushed art out of many schools in the state. Peralta's principal, Rosette Costello, says parents and teachers have had to cobble together grants and fundraise like crazy to keep their program going. But she thinks there's another reason art is not part of the curriculum at many schools.\u003c/p>\n\u003cp>\"There’s also cultures that say, 'Art no, drill and kill yes,' \" said Costello. \"You know, poor kids, art definitely no, drill and kill definitely yes! And they’ve got it totally backwards!\"\u003c/p>\n\u003cp>It's true that schools that serve low-income students are less likely to have arts in the curriculum. By some estimates, students at the schools with the highest poverty are 50 percent less likely to have access to art in school. That’s partly because some schools dropped the arts to focus on reading and math, in hopes of bringing up test scores.\u003c/p>\n\u003cp>One school that used to have no art is \u003ca href=\"http://mc-greenfield-ca.schoolloop.com/\">Mary Chapa Academy\u003c/a> in Greenfield, California. It’s a huge school in the middle of broccoli country, the Salinas Valley. The vast majority of students here are English learners, and many come from indigenous Triqui families from the state of Oaxaca in Mexico.\u003c/p>\n\u003cp>Sonia Aramburo is the principal of Mary Chapa. She says it was once the lowest-performing school in the state.\u003c/p>\n\u003cp>\"I’ll tell you, when I first came, I was shocked,\" said Aramburo. \"I believe that people believed that our kids could not learn.\"\u003c/p>\n\u003cfigure id=\"attachment_10454829\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1.jpg\">\u003cimg class=\"wp-image-10454829 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-800x600.jpg\" alt=\"Children try out new drumsticks at Mary Chapa Academy.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Children try out new drumsticks at Mary Chapa Academy. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mary Chapa was in program improvement under No Child Left Behind. Up until this school year, most teachers had never done art in their classroom at all, ever.\u003c/p>\n\u003cp>\"At first some of the teachers were like, 'I don’t even want to pick up a colored crayon, ’cause I don’t want to get in trouble.' Because for many years, we were not allowed to,\" said Veronica Hernandez, one of the teachers who's been here the longest.\u003c/p>\n\u003cp>This school year, Mary Chapa was selected to be one of 10 “\u003ca href=\"http://turnaroundarts.pcah.gov/\">turnaround arts\u003c/a>” schools in the state. It’s a national initiative, led by Michelle Obama, to improve academic achievement at low-performing schools by flooding them with art supplies and teaching artists. The initiative started in 2011 at eight schools and has now expanded to 35 schools across the country.\u003c/p>\n\u003cp>High-profile artists adopt each school. Red Hot Chili Peppers drummer Chad Smith adopted Mary Chapa Academy. He’s donated dozens of drums and guitars for music class.\u003c/p>\n\u003cp>Today, though, music teacher Christopher Lopez has the kids wailing away on the backs of chairs. Students are preparing a musical production of \"The Jungle Book\" this spring, and the drum club is going to do a pre-show.\u003c/p>\n\u003cp>\"We’re going to be using trashcans, we’re going to be using 5-gallon buckets, and we’re going to be using cement support molds, as drums,\" said Lopez. \"So, the idea that percussion is everything: These guys can make music anywhere.\"\u003c/p>\n\u003cp>All 900 kids in the school get music once a week with Lopez. You can find him at any time of day teaching the kids to tune their voices to match a note played on an instrument, or to sing scales.\u003c/p>\n\u003cp>\u003cstrong>Introducing Art to All Classes\u003c/strong>\u003c/p>\n\u003cp>Teachers are trying out other kinds of art in their classrooms, too. The turnaround arts program has been in place at Mary Chapa only for a few months, but all the teachers have had some training. If you peek in the classrooms, you can find fifth-graders doing freeze theater tableaus of the Revolutionary War, or second-graders painting oil spills for a unit on the environment.\u003c/p>\n\u003cp>Fourth-graders in Sarah Betz's class have made haiku poetry boxes and topographic maps with beans. She says integrating art has made a difference for her students, especially English learners.\u003c/p>\n\u003cfigure id=\"attachment_10452214\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1.jpg\">\u003cimg class=\"size-medium wp-image-10452214\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-800x600.jpg\" alt=\"A first grader at Peralta Elementary works on a pencil drawing.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A first-grader at Peralta Elementary works on a pencil drawing. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"They’re able to tell me about what they’re learning, not just repeat what they’ve learned,\" said Betz. \"And they ask questions about what they’re learning. They don’t just kind of skim over it.\"\u003c/p>\n\u003cp>At the first turnaround arts schools in the country, math and reading scores went up, more than at comparable schools that were trying other turnaround programs not using the arts.\u003c/p>\n\u003cp>It’s too soon to say if art is changing outcomes at Mary Chapa Academy. But there’s no question that students here are engaged.\u003c/p>\n\u003cp>\"I love art because it makes the kids have a lot of fun and it makes us feel happy!\" said Omar Garcia Perez.\u003c/p>\n\u003cp>What was school like for Omar when there wasn't any art?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Boring! We had just to do math and math problems, and mathematics,\" he said.\u003c/p>\n\n","blocks":[],"excerpt":"A school that never had art before this year is now infusing music and visual arts into its curriculum.","status":"publish","parent":0,"modified":1426297822,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1344},"headData":{"title":"How California Schools Are Using Art to Boost Achievement | KQED","description":"A school that never had art before this year is now infusing music and visual arts into its curriculum.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"10444766 http://ww2.kqed.org/news/?p=10444766","disqusUrl":"https://ww2.kqed.org/news/2015/03/15/schools-turn-to-arts-to-improve-achievement/","disqusTitle":"How California Schools Are Using Art to Boost Achievement","path":"/news/10444766/schools-turn-to-arts-to-improve-achievement","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a first-grade classroom at \u003ca href=\"http://www.peraltaschool.org/\">Peralta Elementary School\u003c/a> in Oakland, children concentrate on detailed pencil drawings of scenes from the underground railroad. Safehouses and trap doors appear on paper. One boy is drawing dogs with pointy teeth.\u003c/p>\n\u003cp>Here at Peralta, art is never just about art. These first-graders are learning about history, but they're also practicing math, measuring with their fingers to figure out where to draw horizon lines. Teacher Pam Lucker is helping the students include perspective.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/195758277&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/195758277'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"If I look at this lady, for example, she takes up about three-quarters of the page. Your lady is a little bit bigger, especially her head. ... Do you see that?\" Lucker asks a little girl.\u003c/p>\n\u003cp>After years of arts taking second stage to math and reading, a state task force is now recommending arts be returned to California classrooms as a core subject.\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>Peralta is a model for how art can be woven into every lesson. Even when other schools were dropping the arts, teachers here have integrated art and music into their classes for at least 15 years. Lucker says it helps her as a teacher.\u003c/p>\n\u003cfigure id=\"attachment_10452229\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut.jpg\">\u003cimg class=\"size-medium wp-image-10452229\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-800x600.jpg\" alt=\"Principal Sonia Aramburo tracks student test scores at Mary Chapa Academy in Greenfield, CA.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Principal Sonia Aramburo tracks student test scores at Mary Chapa Academy in Greenfield, CA. It’s too soon to say if art is changing outcomes, but there’s no question that students here are engaged. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Art and writing are ways that I can take the lids off my kids’ heads and see what’s going on,\" said Lucker. \"It helps me understand what they’re understanding of what I’ve taught.\"\u003c/p>\n\u003cp>Teachers here believe there’s another benefit to art: It teaches kids how to think creatively, which they say is an essential skill for future jobs. Ana Thomas strives to teach multimedia to her fourth-graders. Right now, they're working on an interactive marine wall.\u003c/p>\n\u003cp>\"It'll have these layers to it, where you can flip up and see, maybe the life cycle, with a flipbook, or there'll be a little plastic bag installed, where you can press a button and maybe hear the sound of the California harbor seal,\" said Thomas.\u003c/p>\n\u003cp>Embedding sound was the idea of a student, who is really excited to learn as much as she can about the harbor seal. That's one of the goals of arts-integrated classrooms: to hook students to really delve deep into their schoolwork.\u003c/p>\n\u003cp>\u003cstrong>How One School Reintroduced Art into Education\u003c/strong>\u003c/p>\n\u003cp>So why don’t all schools in California have as much art as Peralta?\u003c/p>\n\u003cp>Well, part of it is money. Budget cuts have pushed art out of many schools in the state. Peralta's principal, Rosette Costello, says parents and teachers have had to cobble together grants and fundraise like crazy to keep their program going. But she thinks there's another reason art is not part of the curriculum at many schools.\u003c/p>\n\u003cp>\"There’s also cultures that say, 'Art no, drill and kill yes,' \" said Costello. \"You know, poor kids, art definitely no, drill and kill definitely yes! And they’ve got it totally backwards!\"\u003c/p>\n\u003cp>It's true that schools that serve low-income students are less likely to have arts in the curriculum. By some estimates, students at the schools with the highest poverty are 50 percent less likely to have access to art in school. That’s partly because some schools dropped the arts to focus on reading and math, in hopes of bringing up test scores.\u003c/p>\n\u003cp>One school that used to have no art is \u003ca href=\"http://mc-greenfield-ca.schoolloop.com/\">Mary Chapa Academy\u003c/a> in Greenfield, California. It’s a huge school in the middle of broccoli country, the Salinas Valley. The vast majority of students here are English learners, and many come from indigenous Triqui families from the state of Oaxaca in Mexico.\u003c/p>\n\u003cp>Sonia Aramburo is the principal of Mary Chapa. She says it was once the lowest-performing school in the state.\u003c/p>\n\u003cp>\"I’ll tell you, when I first came, I was shocked,\" said Aramburo. \"I believe that people believed that our kids could not learn.\"\u003c/p>\n\u003cfigure id=\"attachment_10454829\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1.jpg\">\u003cimg class=\"wp-image-10454829 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-800x600.jpg\" alt=\"Children try out new drumsticks at Mary Chapa Academy.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Children try out new drumsticks at Mary Chapa Academy. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mary Chapa was in program improvement under No Child Left Behind. Up until this school year, most teachers had never done art in their classroom at all, ever.\u003c/p>\n\u003cp>\"At first some of the teachers were like, 'I don’t even want to pick up a colored crayon, ’cause I don’t want to get in trouble.' Because for many years, we were not allowed to,\" said Veronica Hernandez, one of the teachers who's been here the longest.\u003c/p>\n\u003cp>This school year, Mary Chapa was selected to be one of 10 “\u003ca href=\"http://turnaroundarts.pcah.gov/\">turnaround arts\u003c/a>” schools in the state. It’s a national initiative, led by Michelle Obama, to improve academic achievement at low-performing schools by flooding them with art supplies and teaching artists. The initiative started in 2011 at eight schools and has now expanded to 35 schools across the country.\u003c/p>\n\u003cp>High-profile artists adopt each school. Red Hot Chili Peppers drummer Chad Smith adopted Mary Chapa Academy. He’s donated dozens of drums and guitars for music class.\u003c/p>\n\u003cp>Today, though, music teacher Christopher Lopez has the kids wailing away on the backs of chairs. Students are preparing a musical production of \"The Jungle Book\" this spring, and the drum club is going to do a pre-show.\u003c/p>\n\u003cp>\"We’re going to be using trashcans, we’re going to be using 5-gallon buckets, and we’re going to be using cement support molds, as drums,\" said Lopez. \"So, the idea that percussion is everything: These guys can make music anywhere.\"\u003c/p>\n\u003cp>All 900 kids in the school get music once a week with Lopez. You can find him at any time of day teaching the kids to tune their voices to match a note played on an instrument, or to sing scales.\u003c/p>\n\u003cp>\u003cstrong>Introducing Art to All Classes\u003c/strong>\u003c/p>\n\u003cp>Teachers are trying out other kinds of art in their classrooms, too. The turnaround arts program has been in place at Mary Chapa only for a few months, but all the teachers have had some training. If you peek in the classrooms, you can find fifth-graders doing freeze theater tableaus of the Revolutionary War, or second-graders painting oil spills for a unit on the environment.\u003c/p>\n\u003cp>Fourth-graders in Sarah Betz's class have made haiku poetry boxes and topographic maps with beans. She says integrating art has made a difference for her students, especially English learners.\u003c/p>\n\u003cfigure id=\"attachment_10452214\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1.jpg\">\u003cimg class=\"size-medium wp-image-10452214\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-800x600.jpg\" alt=\"A first grader at Peralta Elementary works on a pencil drawing.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A first-grader at Peralta Elementary works on a pencil drawing. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"They’re able to tell me about what they’re learning, not just repeat what they’ve learned,\" said Betz. \"And they ask questions about what they’re learning. They don’t just kind of skim over it.\"\u003c/p>\n\u003cp>At the first turnaround arts schools in the country, math and reading scores went up, more than at comparable schools that were trying other turnaround programs not using the arts.\u003c/p>\n\u003cp>It’s too soon to say if art is changing outcomes at Mary Chapa Academy. But there’s no question that students here are engaged.\u003c/p>\n\u003cp>\"I love art because it makes the kids have a lot of fun and it makes us feel happy!\" said Omar Garcia Perez.\u003c/p>\n\u003cp>What was school like for Omar when there wasn't any art?\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>\"Boring! We had just to do math and math problems, and mathematics,\" he said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10444766/schools-turn-to-arts-to-improve-achievement","authors":["3225"],"programs":["news_6944","news_72"],"categories":["news_223","news_18540","news_8"],"tags":["news_17766","news_17762","news_18","news_2998","news_17286","news_17041"],"featImg":"news_10452219","label":"news_72"},"news_10452775":{"type":"posts","id":"news_10452775","meta":{"index":"posts_1591205157","site":"news","id":"10452775","score":null,"sort":[1426345209000]},"guestAuthors":[],"slug":"breaking-down-language-barriers-in-a-sacramento-parking-lot","title":"Breaking Down Language Barriers in a Sacramento Parking Lot","publishDate":1426345209,"format":"audio","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>It’s an ordinary Wednesday afternoon at a bustling Home Depot on Sacramento’s south side. Every possible kind of construction material flows in and out of a very busy parking lot. Paint, plumbing parts, windows, wallboard and lumber are loaded into work trucks and the back of pickups. All are destined for a building project somewhere around California’s state capital. But at one corner of the lot, in the shade of young oak trees, another kind of building project is just getting underway.\u003c/p>\n\u003cp>Surrounded by a loose collection of men in jeans and T-shirts \u003cspan style=\"font-weight: 400\">—\u003c/span> one wearing a straw cowboy hat, and another wearing a gray hoodie \u003cspan style=\"font-weight: 400\">—\u003c/span> stands Heather Hutcheson, an English professor at Cosumnes River College. Most days of the week, she teaches courses in advanced composition and creative writing to a full classroom of college-bound hopefuls. But Wednesdays are different. On these days, she stands on the hot asphalt of this Home Depot parking lot leading what are called intercambios.\u003c/p>\n\u003cp>“They’re English and Spanish exchanges between the guys waiting for work out here on a regular basis and my community college students,” explains Hutcheson.\u003c/p>\n\u003cp>Out here she is called \u003cem>la maestra\u003c/em> or the teacher. Her new \u003cem>estudiantes\u003c/em> are the day laborers who stand side by side in a loose half-circle, listening and writing down the English words and phrases they’re learning in new, brightly colored, lined notepads. Hutcheson pays for the notepads herself.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=8grbmaRIECU&w=640&h=360]\u003c/p>\n\u003cp>According to Hutcheson, the idea for these parking lot intercambios was inspired by an unforgettable trip to Mexico.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I had the fantastic, amazing opportunity to be on sabbatical from my teaching position in Oaxaca, Mexico. It was fantastic,” continues Hutcheson. “Every Saturday I would have this intercambio at a local library, where I would speak with strangers one hour in English and one hour in Spanish.”\u003c/p>\n\u003cp>The experience was life-changing. And when she came home, she didn’t want the exchanges to end. That desire drove her straight to this parking lot.\u003c/p>\n\u003cfigure id=\"attachment_10454943\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio2.jpg\">\u003cimg class=\"size-medium wp-image-10454943\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio2-800x610.jpg\" alt=\"Student Eunice Edigin helps a worker with some English phrases.\" width=\"800\" height=\"610\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio2-800x610.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio2-400x305.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio2-1440x1097.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio2-1180x899.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio2-768x585.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio2-320x244.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio2.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Eunice Edigin helps a worker with some English phrases. \u003ccite>(Blair Wells/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I pulled up here and said, ‘I’m recently returning from Mexico, and I want to continue to learn Spanish. I’m an English teacher and I can help you learn English. What do you guys think?’ They really thought I was insane, and said, ‘Where’s the classroom?’ I said, ‘This is the classroom.’ They’re like, ‘But no, where are we gonna have classes?’ I was like, ‘No. We’ll stand out here.’ ”\u003c/p>\n\u003cp>And why not? Hutcheson says these men are out here almost every day and there’s a lot of down time while they wait for work.\u003c/p>\n\u003cp>“They’re waiting for day labor jobs, which aren’t coming a lot right now, and they usually stand around under this tree and talk in a circle, exchanging lessons in English and Spanish as the rest of the traffic is passing us by.”\u003c/p>\n\u003cp>One of her students is Iberto, a robust 77-year-old who, like the others in this group, is hoping to become better at speaking and understanding English. It’s important for his work, and he’s looking to Hutcheson for help. At the moment he can’t remember the English word for “store”:\u003c/p>\n\u003cp>Hutcheson: ¿Que es mercado en Ingles?\u003cbr>\nIberto: Ingles, no se.\u003cbr>\nHutcheson: Mercado is store.\u003cbr>\nIberto: Ah, eh store. Store.\u003c/p>\n\u003cp>Some of Hutcheson’s students from the community college join the group. One of the students, Juelle Baker, and a day laborer named Oscar jump right in:\u003c/p>\n\u003cp>Hutcheson: ¿Cuantos años estas aqui?\u003cbr>\nJuelle: How many years have you been here?\u003cbr>\nOscar: Seis años.\u003cbr>\nHutcheson: So, six years ago.\u003c/p>\n\u003cfigure id=\"attachment_10454947\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio3.jpg\">\u003cimg class=\"size-medium wp-image-10454947\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio3-800x782.jpg\" alt=\"Heather Hutcheson laughs with one of her estudiantes, Daniel Herrera.\" width=\"800\" height=\"782\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-800x782.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-400x391.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-1440x1407.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-1180x1153.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-768x750.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-320x313.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Heather Hutcheson laughs with one of her estudiantes, Daniel Herrera. \u003ccite>(Blair Wells/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Juelle says she was nervous about coming, but is glad she did. Hutcheson understands that basic fear, knowing that the conversation is not always easy.\u003c/p>\n\u003cp>“I think a lot of what happens in the language exchange is that we feel stupid or uncomfortable or even ugly in a language that isn’t our native language,” says Hutcheson. “And it’s an uncomfortable feeling, but we all experience it.”\u003c/p>\n\u003cp>Along the way, the students \u003cspan style=\"font-weight: 400\">—\u003c/span> both English and Spanish-speaking \u003cspan style=\"font-weight: 400\">—\u003c/span> stumble over pronunciations and trip on conjugations. But it’s a shared experience in a group that supports each other as they learn. And the best part is they’re having fun trying. Juelle included.\u003c/p>\n\u003cp>“I think it’s pretty cool because it’s like you can learn something \u003cspan style=\"font-weight: 400\">—\u003c/span> you can only learn it firsthand,” she says. “It’s like as much as I sit in a classroom, until you immerse yourself in a different type of environment or language, you’re not really going to learn.”\u003c/p>\n\u003cp>Her sister, Noelle Baker, agrees.\u003c/p>\n\u003cp>“I like the idea because I like the cultural bridge. You get to step over that bridge. You break down those boundaries that separate everybody from one another, because there’s already so much separation based on cultural differences, countries, languages and so on.”\u003c/p>\n\u003cp>One of the day laborers, Pedro Flores, is breaking down boundaries, too. He says it’s thanks to Hutcheson.\u003c/p>\n\u003cfigure id=\"attachment_10455009\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio4.jpg\">\u003cimg class=\"size-medium wp-image-10455009\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio4-800x508.jpg\" alt=\"Heather Hutcheson brings notepads each week for the estudiantes, so they can write down the English words and phrases they’re learning.\" width=\"800\" height=\"508\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio4-800x508.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio4-400x254.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio4-1440x914.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio4-1180x749.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio4-768x488.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio4-320x203.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio4.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Heather Hutcheson brings notepads each week for the estudiantes, so they can write down the English words and phrases they’re learning. \u003ccite>(Blair Wells/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“She’s friendly and she helps other people to speak better English. Because sometimes when we speak, any new word like English or in Spanish, it’s nice to write it and remember it another day, to put it in your mind, using it for your life. She give that to me.”\u003c/p>\n\u003cp>A happy Hutcheson says she can see that language is no longer a barrier, but a link to others.\u003c/p>\n\u003cp>“There are no strangers, just people we haven’t met yet. And we need to meet those people because they have a whole lot to offer, whether it’s a little bit of Spanish or polite exchanges or news about the world.”\u003c/p>\n\u003cp>Lately, on occasion, she takes her intercambios out of the parking lot and into nearby restaurants. The group lunches together as they continue their unique Spanish and English exchange and sharing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A parking lot of strangers has become a table of friends.\u003c/p>\n\n","blocks":[],"excerpt":"Community college professor and her students learn Spanish as they teach English to day laborers.","status":"publish","parent":0,"modified":1579896655,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1176},"headData":{"title":"Breaking Down Language Barriers in a Sacramento Parking Lot | KQED","description":"Community college professor and her students learn Spanish as they teach English to day laborers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"10452775 http://ww2.kqed.org/news/?p=10452775","disqusUrl":"https://ww2.kqed.org/news/2015/03/14/breaking-down-language-barriers-in-a-sacramento-parking-lot/","disqusTitle":"Breaking Down Language Barriers in a Sacramento Parking Lot","audioUrl":"https://www.kqed.org/.stream/anon/radio/tcr/2020/01/RubioHomeDepot.mp3","nprByline":"Tena Rubio","path":"/news/10452775/breaking-down-language-barriers-in-a-sacramento-parking-lot","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s an ordinary Wednesday afternoon at a bustling Home Depot on Sacramento’s south side. Every possible kind of construction material flows in and out of a very busy parking lot. Paint, plumbing parts, windows, wallboard and lumber are loaded into work trucks and the back of pickups. All are destined for a building project somewhere around California’s state capital. But at one corner of the lot, in the shade of young oak trees, another kind of building project is just getting underway.\u003c/p>\n\u003cp>Surrounded by a loose collection of men in jeans and T-shirts \u003cspan style=\"font-weight: 400\">—\u003c/span> one wearing a straw cowboy hat, and another wearing a gray hoodie \u003cspan style=\"font-weight: 400\">—\u003c/span> stands Heather Hutcheson, an English professor at Cosumnes River College. Most days of the week, she teaches courses in advanced composition and creative writing to a full classroom of college-bound hopefuls. But Wednesdays are different. On these days, she stands on the hot asphalt of this Home Depot parking lot leading what are called intercambios.\u003c/p>\n\u003cp>“They’re English and Spanish exchanges between the guys waiting for work out here on a regular basis and my community college students,” explains Hutcheson.\u003c/p>\n\u003cp>Out here she is called \u003cem>la maestra\u003c/em> or the teacher. Her new \u003cem>estudiantes\u003c/em> are the day laborers who stand side by side in a loose half-circle, listening and writing down the English words and phrases they’re learning in new, brightly colored, lined notepads. Hutcheson pays for the notepads herself.\u003c/p>\n\u003cp>\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/8grbmaRIECU'\n title='//www.youtube.com/embed/8grbmaRIECU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>According to Hutcheson, the idea for these parking lot intercambios was inspired by an unforgettable trip to Mexico.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I had the fantastic, amazing opportunity to be on sabbatical from my teaching position in Oaxaca, Mexico. It was fantastic,” continues Hutcheson. “Every Saturday I would have this intercambio at a local library, where I would speak with strangers one hour in English and one hour in Spanish.”\u003c/p>\n\u003cp>The experience was life-changing. And when she came home, she didn’t want the exchanges to end. That desire drove her straight to this parking lot.\u003c/p>\n\u003cfigure id=\"attachment_10454943\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio2.jpg\">\u003cimg class=\"size-medium wp-image-10454943\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio2-800x610.jpg\" alt=\"Student Eunice Edigin helps a worker with some English phrases.\" width=\"800\" height=\"610\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio2-800x610.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio2-400x305.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio2-1440x1097.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio2-1180x899.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio2-768x585.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio2-320x244.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio2.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Eunice Edigin helps a worker with some English phrases. \u003ccite>(Blair Wells/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I pulled up here and said, ‘I’m recently returning from Mexico, and I want to continue to learn Spanish. I’m an English teacher and I can help you learn English. What do you guys think?’ They really thought I was insane, and said, ‘Where’s the classroom?’ I said, ‘This is the classroom.’ They’re like, ‘But no, where are we gonna have classes?’ I was like, ‘No. We’ll stand out here.’ ”\u003c/p>\n\u003cp>And why not? Hutcheson says these men are out here almost every day and there’s a lot of down time while they wait for work.\u003c/p>\n\u003cp>“They’re waiting for day labor jobs, which aren’t coming a lot right now, and they usually stand around under this tree and talk in a circle, exchanging lessons in English and Spanish as the rest of the traffic is passing us by.”\u003c/p>\n\u003cp>One of her students is Iberto, a robust 77-year-old who, like the others in this group, is hoping to become better at speaking and understanding English. It’s important for his work, and he’s looking to Hutcheson for help. At the moment he can’t remember the English word for “store”:\u003c/p>\n\u003cp>Hutcheson: ¿Que es mercado en Ingles?\u003cbr>\nIberto: Ingles, no se.\u003cbr>\nHutcheson: Mercado is store.\u003cbr>\nIberto: Ah, eh store. Store.\u003c/p>\n\u003cp>Some of Hutcheson’s students from the community college join the group. One of the students, Juelle Baker, and a day laborer named Oscar jump right in:\u003c/p>\n\u003cp>Hutcheson: ¿Cuantos años estas aqui?\u003cbr>\nJuelle: How many years have you been here?\u003cbr>\nOscar: Seis años.\u003cbr>\nHutcheson: So, six years ago.\u003c/p>\n\u003cfigure id=\"attachment_10454947\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio3.jpg\">\u003cimg class=\"size-medium wp-image-10454947\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio3-800x782.jpg\" alt=\"Heather Hutcheson laughs with one of her estudiantes, Daniel Herrera.\" width=\"800\" height=\"782\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-800x782.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-400x391.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-1440x1407.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-1180x1153.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-768x750.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-320x313.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio3.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Heather Hutcheson laughs with one of her estudiantes, Daniel Herrera. \u003ccite>(Blair Wells/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Juelle says she was nervous about coming, but is glad she did. Hutcheson understands that basic fear, knowing that the conversation is not always easy.\u003c/p>\n\u003cp>“I think a lot of what happens in the language exchange is that we feel stupid or uncomfortable or even ugly in a language that isn’t our native language,” says Hutcheson. “And it’s an uncomfortable feeling, but we all experience it.”\u003c/p>\n\u003cp>Along the way, the students \u003cspan style=\"font-weight: 400\">—\u003c/span> both English and Spanish-speaking \u003cspan style=\"font-weight: 400\">—\u003c/span> stumble over pronunciations and trip on conjugations. But it’s a shared experience in a group that supports each other as they learn. And the best part is they’re having fun trying. Juelle included.\u003c/p>\n\u003cp>“I think it’s pretty cool because it’s like you can learn something \u003cspan style=\"font-weight: 400\">—\u003c/span> you can only learn it firsthand,” she says. “It’s like as much as I sit in a classroom, until you immerse yourself in a different type of environment or language, you’re not really going to learn.”\u003c/p>\n\u003cp>Her sister, Noelle Baker, agrees.\u003c/p>\n\u003cp>“I like the idea because I like the cultural bridge. You get to step over that bridge. You break down those boundaries that separate everybody from one another, because there’s already so much separation based on cultural differences, countries, languages and so on.”\u003c/p>\n\u003cp>One of the day laborers, Pedro Flores, is breaking down boundaries, too. He says it’s thanks to Hutcheson.\u003c/p>\n\u003cfigure id=\"attachment_10455009\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio4.jpg\">\u003cimg class=\"size-medium wp-image-10455009\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio4-800x508.jpg\" alt=\"Heather Hutcheson brings notepads each week for the estudiantes, so they can write down the English words and phrases they’re learning.\" width=\"800\" height=\"508\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio4-800x508.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio4-400x254.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio4-1440x914.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio4-1180x749.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio4-768x488.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio4-320x203.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/Intercambio4.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Heather Hutcheson brings notepads each week for the estudiantes, so they can write down the English words and phrases they’re learning. \u003ccite>(Blair Wells/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“She’s friendly and she helps other people to speak better English. Because sometimes when we speak, any new word like English or in Spanish, it’s nice to write it and remember it another day, to put it in your mind, using it for your life. She give that to me.”\u003c/p>\n\u003cp>A happy Hutcheson says she can see that language is no longer a barrier, but a link to others.\u003c/p>\n\u003cp>“There are no strangers, just people we haven’t met yet. And we need to meet those people because they have a whole lot to offer, whether it’s a little bit of Spanish or polite exchanges or news about the world.”\u003c/p>\n\u003cp>Lately, on occasion, she takes her intercambios out of the parking lot and into nearby restaurants. The group lunches together as they continue their unique Spanish and English exchange and sharing.\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>A parking lot of strangers has become a table of friends.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10452775/breaking-down-language-barriers-in-a-sacramento-parking-lot","authors":["byline_news_10452775"],"programs":["news_6944","news_72"],"categories":["news_18540","news_8"],"tags":["news_17766","news_95","news_17838","news_17286","news_17041"],"featImg":"news_10454904","label":"news_72"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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. 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