I have the same problem in math class. My kid is struggling while the class is too easy for the kids who do math at home.

Anonymous wrote:

Anonymous wrote:Go to Einstein. There is a heritage speakers class and a class for everyone else.

For what language?

It's Spanish.

https://www2.montgomeryschoolsmd.org/siteassets/schools/high-schools/a-j/einsteinhs/academies/ib/aehs-language-policy.2020.pdf

Anonymous wrote:You are extremely lucky, OP. Your student is getting free immersion with the heritage speakers, and they will take less time and attention from the teacher.
It will make your kid a far better student of the language.
The other kids knowing the language isn't making the tests harder.

This. As long as your child is correctly placed in the class (if not, they should drop down or repeat a year) it's a bonus.

You are extremely lucky, OP. Your student is getting free immersion with the heritage speakers, and they will take less time and attention from the teacher.
It will make your kid a far better student of the language.
The other kids knowing the language isn't making the tests harder.

Anonymous wrote:Yup, this what is happening at our W school. As you get higher and higher, 75-90% native speakers. AP classes are mainly native speakers. Our teacher prefers it that way and wants all the non-native speakers to drop out. That way, students score mostly 4s and 5s and she looks good. Sucks!

If I were an immigrant from a Spanish speaking country, and my American born kids can somewhat, albeit not very fluent, speak my native tongue, I would encourage them to take Spanish. Why learn an entirely different language when the kids should/can learn a language in which is part of their heritage?

So while I am not happy that my child is behind in a Spanish class where there seems to be some "native" speakers, I don't fault them on taking the class as there could be many reasons. We just assume they are "native" speakers but perhaps they are not as fluent as they can be.

Native English speakers receive instruction to further their English literacy & writing skills from k-12.

A lot of mcps high schools have language classes specifically for heritage speakers so that they can improve their reading & writing skills in their heritage language. It’s a beautiful thing that these students want to build on their language skills & become fully bi-literate.

If your school doesn’t have classes for heritage speakers, then the number of heritage sneakers likely isn’t large enough to warrant the creation of those courses.

And if it’s AP Lit or Language that you’re upset about, get over it. Those are the most challenging languages courses you can take at the high school level, and plenty of non-heritage speakers manage to earn high scores if their skills are really up to par and not every heritage-speaker is guaranteed a top score. They have to work hard too.

Your kid is lucky to be in a class where they are exposed to so many varieties of the language spoken by native and heritage speakers. They can learn a lot assuming they drop the resentment.

Anonymous wrote:

Anonymous wrote:What do you do when a large contingent of kids in the class are learning their language of origin (either native speaker, or heritage learners) and the class is essentially two very different cohorts? My kid is struggling (this isn't our language); meanwhile it's too easy for the heritage learner kids. This breakdown is going to continue for levels 1-4.

How is this different than regular English class for EML students except for now the your student is the one that doesn’t know the language?

At the secondary school level, EML students are in sheltered instruction for English learners only for the first 3 levels of English study. They are not co-mingled in an English class with native English speakers until they have sufficient proficiency in English.

Anonymous wrote:Yup, this what is happening at our W school. As you get higher and higher, 75-90% native speakers. AP classes are mainly native speakers. Our teacher prefers it that way and wants all the non-native speakers to drop out. That way, students score mostly 4s and 5s and she looks good. Sucks!

this is total bull
I had two kids at Whitman taking a variety of languages at AP level and this was not the case.
You are making things up based on probably 1 class during 1 year at 1 school

Anonymous wrote:

Anonymous wrote:Go to Einstein. There is a heritage speakers class and a class for everyone else.

For what language?

Danish I think.

Anonymous wrote:Yup, this what is happening at our W school. As you get higher and higher, 75-90% native speakers. AP classes are mainly native speakers. Our teacher prefers it that way and wants all the non-native speakers to drop out. That way, students score mostly 4s and 5s and she looks good. Sucks!

If the student is very motivated, they’ll be fine. I remember one classmate in particular wasn’t a native speaker but he really wanted to learn it and he did better than most native speakers. Don’t count yourself out.

Anonymous wrote:What do you do when a large contingent of kids in the class are learning their language of origin (either native speaker, or heritage learners) and the class is essentially two very different cohorts? My kid is struggling (this isn't our language); meanwhile it's too easy for the heritage learner kids. This breakdown is going to continue for levels 1-4.

How is this different than regular English class for EML students except for now the your student is the one that doesn’t know the language?

Yup, this what is happening at our W school. As you get higher and higher, 75-90% native speakers. AP classes are mainly native speakers. Our teacher prefers it that way and wants all the non-native speakers to drop out. That way, students score mostly 4s and 5s and she looks good. Sucks!

Anonymous wrote:Go to Einstein. There is a heritage speakers class and a class for everyone else.

For what language?

Go to Einstein. There is a heritage speakers class and a class for everyone else.

What do you do when a large contingent of kids in the class are learning their language of origin (either native speaker, or heritage learners) and the class is essentially two very different cohorts? My kid is struggling (this isn't our language); meanwhile it's too easy for the heritage learner kids. This breakdown is going to continue for levels 1-4.