| Alone
among the educated world, the U.S. remains resolutely
monolingual, despite how decidedly international our
world has become. The idea of “American
exceptionalism” is in vogue, Congress is once
again considering “official English” legislation
similar to that already passed in 22 states, and the
Education Department’s No Child Left Behind initiative
effectively discourages second language learning. Yet,
at the same time, the Department of Defense is pouring
hundreds of millions of dollars into a K-16 pipeline
developing fluency in languages deemed “strategic” and
business leaders clamor for bilingual U.S. citizens
to engage in the global economy. Children around the
world have for decades learned a second and even third
language as part of their schooling. In the “flattening
world“ described by the writer Thomas Friedman,
bilingualism is a survival tool. But are we ready?
Speaking in Tongues documents
the experience of one city grappling with the challenge.
Amidst the widespread perception that bilingual education,
intended as a transitional program, has failed, San
Francisco school board will consider a measure to offer
language immersion education to all public school students.
Unlike bilingual education classrooms, immersion students
come from a spectrum of language backgrounds—English
learners, native English speakers, and “heritage
language learners” reclaiming a family language
lost through assimilation. All study at least half
of their regular school subjects in a non-English language—in
our story Mandarin, Cantonese, or Spanish. As a bonus,
every student is exposed to different worldviews, customs,
and approaches to problem solving. Data confirm the
success of this approach: native English speakers join
much of the rest of the world in becoming bilingual,
and English language learners do better, have more
positive attitudes about school, and are more likely
to graduate from high school than their peers in English
only classrooms.
Consider the possibilities presented by Alice Fong
Yu K-8, the nation’s first public Chinese immersion
school. The school’s motto, “Bridging Cultures,
Building Community” alludes to both the city
and the globe. Immersed in Chinese language and culture,
K-3 students study 85 percent of their lessons – math,
science, physical education, and social studies-– in
Cantonese. By 3rd grade they are fluent. In middle
school they add Mandarin as a third language. They
also develop English and math skills that place them
first among the city’s 72 elementary schools
on statewide mandatory testing. By the end of
8th grade they are trilingual and tri-literate, enough
to participate in a cultural exchange program where
they will attend school and live with a family in Beijing.
Six years ago the school was challenged to reach full
enrollment. This year 400 parents competed for a mere
28 slots in the entering kindergarten class.
Across the city, in a neighborhood known as much for
its projects as its stunning Bay views, Starr King
Elementary opened its doors this September to the city’s
first Mandarin immersion kindergarten. Asian and white
students cross the city to join African American and
Latino children from the neighborhood. If 30
years of research is correct, and learning in two languages
really does stimulate brain circuitry and enhance academic
success for all students regardless of socioeconomics,
native language, or cognitive ability, the school can
expect its achievement to climb.
Not far away, in the city’s Latino Mission District,
Buena Vista Elementary has been educating a mix of
native Spanish and English speakers for over twenty
years. Through the eyes of a 5th grader and her family
we’ll explore what happens when English learners
attend a school that values their native language as
much as English. The fact that both Spanish and English
speaking students here test at grade level or above
in both languages—a skill that eludes many Americans
in English alone—gives hope that the city might
address its shocking 50% drop out rate for Latino students.
Speaking in Tongues is an
intimate glimpse into a community squaring the challenges
of public education with the needs of a changing culture.
As we consider the experiences of parents, advocates
for and against, and students engaged in this experiment,
we come to see what's at stake—for those involved
and for our nation. Will San Francisco’s story
be a national model or a cautionary tale?
Speaking in Tongues will be
available as a DVD toolkit that includes an hour-long
public television documentary, a shorter version for
education and community engagement, and study guides
to support these uses.
Join our e-mail
list, to keep informed
of the film's progress.
DONATE
Tax-deductible contributions can
be made on-line
with a credit card
or sent directly to our fiscal
sponsor:
The Center for Independent Documentary
680 South Main Street
Sharon, MA 02067
Write Speaking in Tongues in
the memo line.
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