Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

I am an ESOL teacher so I am well aware of the different types of students we have in FCPS. The person was making the point that learning English as Spanish is not that hard a transition. I made the point that it is often the Spanish speaking students who make the slowest progress, usually either because they are coming to school with having very little academic education and/or because they are able to make many Spanish speaking friends so they are able to get by with little English. Also, a student in FCPS in 7th grade would not be asked to do that because they would be in self-contained ELL classes. ESOL students are very fortunate in FCPS - we have so many supports for them to help them succeed. No student is just thrown in an English class and asked to write a paragraph in English their first week of school.

Not an ESOL teacher, but former DOD teacher who taught a number of ESOL kids. I taught first grade. When I had 1-3 Spanish speaking kids, they learned to speak English quickly. iGrade 1). One year I had seven and it took much, much, longer because they hung together.

I imagine it is very difficult with the older kids. And, there doesn't seem to be a big incentive to learn English for many of the parents.

I don’t think it takes these parents any longer to learn English than other low income immigrants in the past. Now, if the current Spanish speaking immigrants were living in backwoods Montana, then they would have no other choice.

Didn’t NYC have newspapers in Yiddish, Russian, Italian for a long time?

US immigrants (they like to call themselves “ex-pats”) to Mexico expect service in English often. It takes time to learn a new language as an adult, and for the immigrants here, time is money.

I think the difference is that the former immigrants knew their kids must speak English. Not sure some of the present ones do--but, as a PP said, they work hard and time is money.

I think sometimes there is also the hope to go back to their countries. They might see there time as temporary.
I forgot to add above, that many Latin American immigrants of indigenous origin also speak a native language, so English ends up being their third language. Their kids also hear Spanish and the native language at home.

Glad to hear im paying for their kid's education for a temporary stop through.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Another symptom of unchecked illegal immigration.

Thankfully, Trump is finally doing something about this.

Our title 1 school did not get any immigrants from other countries after January. I am really curious what next years Kindergarten enrollment looks like.

I got two new kindergarteners in February. That's about the same as previous years.

Anonymous wrote:

Anonymous wrote:I'm older Gen X (closing in on 60). I was gifted in grade school in terms of reading and writing. Other than being sent to a classroom down the hall for the next grade up for the reading and writing unit, I was in the classroom with a mix of everyone and they with me. That meant I could help my classmates who were struggling with reading and writing, and the classmates who were good at math could help me. Math is where I struggled. I knew which classmates to ask for help, lol. That was the 1970s education model. It worked out well. Everybody in the classroom had a sense of their strengths and weaknesses, and we helped each other. We were all in it together. There wasn't built-in segregation like gifted programs that drove a wedge between the kids. The gifted and the not gifted coexisted together in the same room. There was no such division back then. We need to go back to that.

+1. And if kids didn’t make the grades, they were held back and had to repeat the year.

Anonymous wrote:I'm older Gen X (closing in on 60). I was gifted in grade school in terms of reading and writing. Other than being sent to a classroom down the hall for the next grade up for the reading and writing unit, I was in the classroom with a mix of everyone and they with me. That meant I could help my classmates who were struggling with reading and writing, and the classmates who were good at math could help me. Math is where I struggled. I knew which classmates to ask for help, lol. That was the 1970s education model. It worked out well. Everybody in the classroom had a sense of their strengths and weaknesses, and we helped each other. We were all in it together. There wasn't built-in segregation like gifted programs that drove a wedge between the kids. The gifted and the not gifted coexisted together in the same room. There was no such division back then. We need to go back to that.

Anonymous wrote:

Anonymous wrote:Another symptom of unchecked illegal immigration.

Thankfully, Trump is finally doing something about this.

Our title 1 school did not get any immigrants from other countries after January. I am really curious what next years Kindergarten enrollment looks like.

Anonymous wrote:

Anonymous wrote:Another symptom of unchecked illegal immigration.

Thankfully, Trump is finally doing something about this.

Our title 1 school did not get any immigrants from other countries after January. I am really curious what next years Kindergarten enrollment looks like.

Anonymous wrote:Another symptom of unchecked illegal immigration.

Thankfully, Trump is finally doing something about this.

Anonymous wrote:

Anonymous wrote:Langley 2% FARM
Herndon 50% FARM

Adjacent pyramids. Let me know if you see anything off about this.

Right? Segregation is coming? It's already here.

I would suggest two years of language arts in Spanish, and then transition to English, especially for k-2 grades.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The bottom line is that most of these children do not come from homes that foster academics and assimilation. My grandfather immigrated from Italy 100 years ago at age 7 and was instantly put into public school in the U.S. He knew zero English. But his family didn't immigrate to the U.S. for him to fail in school, so he picked it up.

Even more recently, my good friend as a kid (who is now in her 30s) moved from Germany to the US in 2nd grade. She spoke no English whatsoever upon arrival but was speaking meaningfully within a month and fluent with virtually no accent by mid 3rd grade. I have family friends whose kids are in their teens who were stationed in Germany and sent their kids to German schools. They picked up the language and are fluent after being stationed there for 2 years.

Immersion has been shown time and time again to be the most effective way for kids to learn a language. ESOL students should 100% be in mainstream classrooms, there just needs to be stronger expectations that they pick up English for use at school and that also needs to be communicated to their families.

Have there been studies about the effect on the other kids in the classroom? I ask because while immersion might be great for the kid, she’s only one of many in the classroom.

This has to be highlighted again. What are the benefits to the native English speaking kids in the classroom? Are we just expected to pay for our child to enrich others while getting nothing beneficial in return? These kids increase classroom size and decrease teacher attention to remaining students all while costing more to educate.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Kids who go to school in Spain or some other country that don't speak the local language must do 6 months of intensive language before they enroll in local schools - not expensive expat schools of course. There is nothing wrong with that.

This is actually a great idea. Have an intensive 6 month immersion classes in English before coming to regular school.

$$$$$$

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The bottom line is that most of these children do not come from homes that foster academics and assimilation. My grandfather immigrated from Italy 100 years ago at age 7 and was instantly put into public school in the U.S. He knew zero English. But his family didn't immigrate to the U.S. for him to fail in school, so he picked it up.

Even more recently, my good friend as a kid (who is now in her 30s) moved from Germany to the US in 2nd grade. She spoke no English whatsoever upon arrival but was speaking meaningfully within a month and fluent with virtually no accent by mid 3rd grade. I have family friends whose kids are in their teens who were stationed in Germany and sent their kids to German schools. They picked up the language and are fluent after being stationed there for 2 years.

Immersion has been shown time and time again to be the most effective way for kids to learn a language. ESOL students should 100% be in mainstream classrooms, there just needs to be stronger expectations that they pick up English for use at school and that also needs to be communicated to their families.

Have there been studies about the effect on the other kids in the classroom? I ask because while immersion might be great for the kid, she’s only one of many in the classroom.

Anonymous wrote:

Anonymous wrote:Kids who go to school in Spain or some other country that don't speak the local language must do 6 months of intensive language before they enroll in local schools - not expensive expat schools of course. There is nothing wrong with that.

This is actually a great idea. Have an intensive 6 month immersion classes in English before coming to regular school.

Anonymous wrote:Langley 2% FARM
Herndon 50% FARM

Adjacent pyramids. Let me know if you see anything off about this.