TAILIEUCHUNG - Learning English in Wisconsin

In a remarkable article—especially since it was pub-lished in Madison’s left-leaning alternative weekly Isthmus—two Verona Area High School students this past fall managed to point out the flaws in Wisconsin’s tradition- al bilingual programs for non-English speak-ing students. That the students, Npib Thao, a Hmong, and Gloria Gonzales, a Latina, accomplished this task in a few hundred words is all the more noteworthy, given that the usual “experts” in the field require thou-sands of words (mostly in obtuse education- speak jargon) to discuss the same issue | LEARNING ENGLISH IN WISCONSIN SUNNY SCHUBERT n a remarkable also pointed out that article—especially most of the teachers I since it was pub- spoke Spanish—not lished in Madison’s Hmong. For non- left-leaning alternative Spanish speakers, this weekly Isthmus—two negated the goal of Verona Area High making them fluent in School students this their first language as past fall managed to well as English. point out the flaws in And it was also Wisconsin’s tradition- a detriment to the al bilingual programs Spanish speakers, for non-English speak- she said. “Both ing students. That the Gloria and I saw stu- students, Npib Thao, a dents arriving from Hmong, and Gloria other countries who Gonzales, a Latina, didn’t see the need accomplished this task to learn English in a few hundred because they were in words is all the more noteworthy, given that a school environment where everyone spoke the usual “experts” in the field require thou- Spanish. Had they been in an English-lan- sands of words (mostly in obtuse education- guage environment they would have picked speak jargon) to discuss the same issue. up English skills faster, because they would In a nutshell, the students said that tradi- have gotten used to hearing it all the time. . . . tional bilingual education isolates non-English Foreign language teachers always say it’s easi- speaking students from their peers and creates er to learn a foreign language when you’re a ghetto effect that may actually slow the around people who speak it fluently. Well, learning of English while encouraging nega- why not the same for kids learning English?” tive behavior such as gangs. Thao told how she she wrote. was born in the United States, grew up speak- Gonzales’ story was quite different: Born ing English and did fine in regular classrooms in Mexico, she moved to the United State at through elementary and middle school—until age 4, yet was never in a bilingual program she was suddenly thrust into a bilingual pro- because her .

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