Learning about Learners

I have not heard back from the Spanish teachers I sent my research question to. A friend who is a Spanish teacher in this area attended a conference for Spanish teachers last week and agreed to approach the teachers personally and ask them to help me with my project. I hope to have some information soon.

What I do know about the learner population I have chosen is that it is very challenging to spark an interest in their native language learning unless they can appreciate their rich culture and exquisite history. It may be difficult to spark an interest in learning at all with some bad experiences under their belts at school.

With so much emphasis on melting into our culture here in the US, Spanish learning can be de-emphasized. Meanwhile knowing their family culture is a little different, but not knowing why, makes it difficult to spark an interest in learning to read and write in Spanish. Teachers in school may not know much about their culture and can not identify with it.

The bilingual skill is invaluable, and the gift of literacy in oral Spanish without the reading and writing component is only a partial gift. The earlier the intervention the better the chance of boosting not only Spanish learning, but English as well, as a transferred skill. The better educated the child is in the mother tongue, and the earlier, the better the chance they can excel in English.

There is a great physical problem with getting to an educational program for these children, and through the generosity of a church some free transportation may be provided directly from school to after-school in busses. The parents would appreciate the free after-school child care while they work. The non-working parents can even accompany children on the bus and network, or take courses of their own, while the children study. They can also help with instruction and supervision at play time.

The children may never have seen the country their parents were born in, and thus are familiar with only the language and stories their parents tell. They also live within a community that practices customs from Latin America without knowing the reasons behind the customs in most cases. They may not readily see the importance of their culture.

The children may be unwilling to study more, the parents unaware of the value of native Spanish instruction, and the interest in such a program may be slow in growing. Once parents see the successes of the program they may want their children to participate. The program must be free as financial means are scarce to afford tutoring. The make up of the classroom will be children that need a place to feel important, who may hate school because of setbacks in English during the day in class. A feeling of community must be developed early on.

The children may have learning disabilities disassociated with language and this must be known or monitored. A close relationship with the parents and school counselor would be key to the success of the program.

The objectives will be the same for all children--literacy in Spanish--and so a committment must be made on the part of the parents to consistently send the children to the program. Some reward must be evident to the children and parents for attending the program or they may not participate. This must be well investigated before beginning the program--what will attract families to participate?