Bulletin, Planning for Non-English-Speaking Pupils, circa 1961

Refugees

Cuban Americans

Refugees--Services for

Refugee children--Education

Curriculum Bulletin 1-C issued by the Dade County Public Schools, titled "Planning for Non-English-Speaking Pupils." The document describes teaching strategies and procedures recommended by a special committee of the local County Curriculum Council in light of the recent influx of Cuban refugees in Dade County.

State Archives of Florida, Series S756

1961 (circa)

Hall, Josiah Calvin, Jr., 1909-1994

bulletins

eng-US

Text

s756_b044_f08_18

Postwar Florida (1945-1968)

Miami (Fla.)

Miami-Dade County (Fla.)

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Ribicoff, Abraham Alexander, 1910-1998

Planning for NON - ENGLISH - SPEAKING PUPILS BULLETIN 1 - C Dade County Public Schools Miami, Florida

PLANNING FOR NON ENGLISH - SPEAKING PUPILS CURRICULUM BULLETIN 1C Dade County Public Schools Miami, Florida

INTRODUCTION There are pupils in the Dade County Public Schools who have arrived recently from other countries and who speak little or no English. Because these pupils have educational needs which are quite different from American pupils. It is important that these needs be recognized and that necessary provisions be made for them in our school system. This material is a record of the recommendations made by a special committee appointed by the County Curriculum Council to study this area. Members who served on this committee were Mrs. Florence M. Nichol, Mr. Roger A. Shepard, Mr. Joseph R. Nimo, Mrs. Nancy McCraney, Miss Willa Ann Thompson, Miss Maria Kapuschat, and Mrs. Sylvia Rothfarb. The objectives of this guide are to provide: --teachers with practical assistance in determining teaching methods and instructional materials --principals with several administrative possibilities for class organization --guidance personnel with guidelines for counseling pupils who are learning English as a second language Because each school and community is different, it is inevitable that adjustments will have to be made to adapt this information to fit each individual situation. Joe Hall Superintendent

PLANNING FOR NON-ENGLISH-SPEAKING PUPILS Table of Contents Planning for Non-English-Speaking pupils in the Elementary School 1 Guiding Principles 1 School Organization 2 Instruction 3 Evaluation 4 Planning for Non-English -Speaking pupils in the Junior and Senior High School 5 Guiding Principles 5 Administrative Organization 7 Instruction 9 Evaluation 10 Teaching the Non-English-Speaking Pupil in a Junior or Senior High School 11 Orientation Class 11 Objectives 11 Teaching Procedures 11 Materials 14 Bibliography 15 Do’s and Don’ts for the Regular Classroom Teacher 17 ii

PLANNING FOR NON-ENGLISH-SPEAKING PUPILS IN THE ELEMENTARY SCHOOL Guiding Principles 1. Until non-English-speaking pupils have gained some degree of competence in the English language, they should not be held responsible for subject matter in certain areas. It is unrealistic to expect non-English-speaking pupils to gain mastery of the skills, concepts and understandings in subject areas which presuppose competence in the English language. 2. Language instruction for non-native pupils should begin with speaking and understanding the spoken word. In teaching English as a second language, it has been discovered from research that pupils learn faster and more effectively if taught first by the aural-oral approach. Not until they have gained some competence in understanding and speaking the English language should extensive attempts be made to read and write English. 3. Non-English-speaking pupils should be encouraged to learn English through association with their English-speaking peers (in the classroom, in the lunchroom and on the play-ground). Since pupils learn from one another, many of the learning experiences planned in the classroom and in the school can be of mutual benefit to native and non-native pupils. 4. Some Knowledge of the Spanish language is helpful to teaching Spanish-speaking pupils. While bilingualism is not a necessary qualification for teachers, it helps in both teaching English as a second language, and in orienting the non-English-speaking pupil to his new environment. 5. A genuine concern for the welfare, growth and adjustment of non-native pupils by those who work with them is a requisite to effective teaching and learning. The non-English-speaking, as do all pupils, need the acceptance, support and sensitivity of understanding teachers. 1

School Organization 1. In general, non-English-speaking pupils should be assigned to classes with their age-groups. However, consideration should always be given to their social, Emotional and physical maturity. 2. In schools which have a small percentage of non-English-speaking pupils, the responsibility for orienting these pupils and teaching them English rests with the classroom teacher. 3. In schools with a heavy concentration of non-English-speaking pupils this responsibility may be shared with a special teacher in orientation classes. Pupils with little or no English speaking ability would leave their regular classes for a period of up to three hours a day for the first four weeks. As these pupils begin to develop some facility with the English language the amount of time in the orientation class would be diminished to one period per day. The purposes of the orientation class are to provide systematic instruction in English, and to help pupils adjust to their new environment. 4. Orientation teachers of Spanish speaking pupils should have some understanding of the Spanish language. In the elementary school it is desirable that the orientation teacher will have had previous training and/or experience at the elementary school level. 5. The orientation teacher has three primary functions in a school: a. To help non-English-speaking pupils adjust to their new environment at home, school, and in the community. b. To conduct a planned, developmental program of language instruction for pupils in the orientation classes c. To assist classroom teachers in planning orientation activities and a program of language instruction for the non-English-speaking pupils in the regular classroom. 2

Instruction 1. The regular classroom teacher should develop an effective instructional program for non-native pupils in such a way that the regular pupils are not neglected. Working with non-English-speaking pupils while other groups are engaged in reading or writing activities is one recommended type of organization. 2. Formal instruction in reading, writing and spelling should be based upon wide experience by the pupils with oral language which relates to their everyday living. Basic lists of words may supply part of the content for their oral communication. The rest should be drawn from their experience at home, school, and in their community. 3. In teaching English as a second language, extensive use is made of pictures, objects and pantomime. As non-English=speaking pupils begin to read and write English, there is a need for special kinds of reading materials, work and picture cards, picture dictionaries and other like materials. Many and varied materials must be developed by the individual teacher, by the school faculty groups, and by county-wide planning groups. 4. Many non-native pupils can excel in such non-verbal areas as art, music, dance, pantomime, physical education and arithmetic computation. Because of their inability to understand, discuss, read and write, however, they are handicapped in areas such as social studies, science, and literature. Instruction in and evaluation of these areas of the curriculum should be delayed, therefore, until the pupil has gained some proficiency in speaking the English language. 5. It is recommended that non-English-speaking pupils not be taught school subjects in their native language for two primary reasons: (1) it would result in an inequitable distribution of class time; and (2) it would tend to discourage the pupils from learning English. 6. Much of the social studies and science content prescribed for the first and second grade pupils in Dade County is appropriate for non-English-speaking pupils since it centers largely around problems of living at home, in school, and in the neighborhood. Beyond the second grade, however, it becomes necessary for school to plan special units for non-native pupils for the purpose of orienting them to the school and to the community. 7. Non-native pupils may benefit from certain learning activities which have been planned primarily for English-speaking pupils. For example, a social studies discussion about people who live in cold lands, in which pictures, objects, and other visuals are used, may invite limited participation among non-English-speaking pupils who are included in the group. 3

Evaluation 1. Non-English-speaking pupils are to be excluded from the regular standardized testing program. The norms of these tests do not offer a valid basis for making judgments concerning the abilities or achievement of these pupils. 2. Teachers can learn much about the mental abilities of non-English-speaking pupils by following a systematic plan of observation. A guide for this purpose, entitled “Suggestions for Informed Evaluation in Classroom Situations,” has been prepared by the Bureau of Education Research, Board of Education of the City of New York and may be obtained from the vertical file in the Dade County Professional library. 3. Until such time as the non-English-speaking student can read and comprehend material in the content fields, teachers should not grade these students in the following areas for a period of time not exceed three report card periods at the end of which time consideration should be given to the addition of other required subjects to the students’ schedule. a. Understanding and Speaking English b. Arithmetic Fundamentals c. Conversational Spanish d. Art e. Music f. Physical Education The left side of the report card describing habits and attitudes should be checked for all students. 4

PLANNING FOR THE NON-ENGLISH-PEAKING PUPIL IN THE JUNIOR AND SENIOR HIGH SCHOOL Guiding Principles 1. Non-English speaking pupils are to be excluded from the regular standardized testing program. The norms of these tests do not offer a valid basis for making judgments concerning the abilities or achievement of these pupils. 2. The registrar of each school should review the pupil’s records and attempt to establish his previous grade level in his native country, as well as the corresponding American grade level. The registrars at Coral Gables High School and Miami Jackson High School can be of considerable assistance to other registrars who may need help in determining pupil grade level placements. Educational Systems of the World, By Martenna Tenny Sasnett, Published by the University of Southern California Press in 1952, Is a resource for establishing corresponding grade levels. 3. If the records are not available from the pupil, the registrar should write to the last school the pupil attended and request the records. The pupil’s immigration papers should not be withheld under any circumstances. 4. The basic criteria for initial grade level placement should be age, maturity, and the information available in the records referred to int item No. 3 5. Pupils applying for admission between the ages of 6 and 13 should be assigned to elementary schools. 6. Pupils applying for admission between the ages of 14 and 16 are to be assigned to junior high schools. 7. Pupils applying for who are 17 years of age or over are to be assigned to the senior high schools. 8. The principal is the person who has the final responsibility for approving the placement of these pupils. 5

9. The first year schedule of a non-English-speaking pupil should consist of those subjects which will provide him with some opportunity for success. The schedule should include an orientation class if the number of non-English-speaking pupils in a school meets the minimum class size for such a class. This orientation class would emphasize learning experiences in spoken English related to school and community. 10. Many non-English-speaking pupils would be expected to spend about a year learning to speak and understand English. They would be placed in subject areas in which they have the greatest possibilities to learn and understand the English language. It is also possible that some of these pupils may spend their first two years in the Dade County Schools at the same grade level. 11. As soon as the orientation teacher feels that these students can understand and speak enough English to be held responsible for all subject areas, they should be placed in a regular schedule which will meet graduation requirements. 12. It is recommended that small group meetings of parents and guidance personnel be scheduled to help orient the parents and to seek their help and cooperation. 6

Administrative Organization 1. The policies governing foreign students which are outlined in the Administrator’s Handbook, Chapter 10, should be followed by all schools. 2. If the number of non-English-speaking pupils is large enough, a special orientation class may be formed. a. Not more than a 3-period block of time should be scheduled for a special orientation class. b. If a special class is used, the remainder of the pupil’s day should be scheduled with other students in the regular classes. 3. The Director of Junior High Schools or the Director of Senior High Schools may approve as orientation teacher for working half-time with a minimum of 13 non-English-speaking pupils which may increase to a full-time teacher when 20 non-English-speaking pupils are identified for this special class. Requests for special teaching assistance must be made by the Principal to the appropriate Director. 4. Rather than the non-English- speaking pupils being concentrated in a group in a school that does not have enough pupils to form a special class, these pupils should be distributed through the regular classes. 5. If there are enough pupils to form two special orientation classes, one class might be made up of the less advanced pupils with the second class consisting of the more advanced pupils. Grouping these pupils into subject matter classes is not practical for orientation purposes. 6. If possible, there should be a bilingual teacher-counselor available to the non-English-speaking pupils in each school. 7. Non-English-speaking pupils should be placed in a homeroom with regular pupils. 7

8. The scheduling in the orientation group should be flexible with an evaluation being made every six weeks, and the students re-scheduled accordingly. This scheduling should permit pupils to move from the orientation group into the regular classes as soon as the teacher feels that the learning experiences in the regular classroom can benefit the students. In those cases where they have been moved into the regular classes and found to need more assistance, it should be possible to return these pupils to the orientation classes. a. One procedure which might be followed is to have two orientation classes with the pupils moving from the less advanced orientation group to the more advanced orientation group and from there into the regular classes. b. The primary criterion for rescheduling non-English-speaking pupils would be the degree to which they can speak and understand English. 9. Some school announcements and communications to the home are of great importance to all pupils and should be written in both Spanish and English. 10. Certain forms and pupil handbooks may be printed in both Spanish and English. 11. The parents of these pupils should be encouraged to participate in the total school program including such activities as P.T.A., assemblies, back-to-school nights and parent-teacher conferences. 12. In-service training opportunities should be provided for the teachers of non-English speaking pupils. 8

1. The primary responsibility of the teacher to a first year non-English-speaking pupil is to provide as many experiences as possible in the use of the spoken English language. Subject matter will have to be used to accomplish this objective but the subject matter should be of the type which will help him to become oriented to his school and community and which will provide him with some opportunity for success. 2. The teacher is not responsible for teaching the same amount or the same type of subject content to the non-English-speaking pupil that is taught to the regular pupil. 3. Principals, curriculum assistance and orientation teachers should assist classroom teachers in planning a program for non-English-speaking pupils in the regular classroom. 4. Classroom learning activities should be founded upon three basic principles: A. Learning is most effective in a situation when teachers understand the viewpoint of the non-English-speaking pupil. B. Pupils learn a second language faster if taught first by the “speaking-listening” approach. Reading and writing English should be of secondary importance until the pupils have gained some competence in understanding and speaking the language. C. Pupils learn second language best through personal experience with people, objects, and materials in their immediate environment. 9

Evaluation 1. Non-English-speaking pupil’s report cards grades should be limited to the following subjects for no more than two reporting periods. At the end of the second report card period consideration should be given to the addition of other standard required subjects. a. Spoken English b. Conduct c. Effort d. Conversational Spanish e. Art f. Music g. Physical Education h. Arithmetic i. Homemaking j. Industrial Arts 2. When a Non-English-speaking pupil is unable to follow a normal schedule because of the language barrier a statement should be made on the report card which explains the situation to the parent. 3. When the judgment is made that the pupil understands and can speak enough English to be held responsible for all subject areas, the report card evaluation should reflect this decision. 4. The non-English speaking pupil can not be given credit toward graduation in subject areas from grades 9 through 12 unless he meets the standards for high school graduation as set forth in Curriculum Bulletin No. 1. 10

TEACHING THE NON-ENGLISH-SPEAKING PUPIL IN A JUNIOR OR SENIOR HIGH SCHOOL Orientation Class Objectives 1. To help the pupil become acquainted with the school and the immediate community 2. To assist the pupils in their personal adjustment to school life and the American culture 3. To initiate instruction in conversational English, followed by beginning instruction in reading and writing 4. To provide needed remedial instruction 5. To prepare non-English-speaking pupils for a normal schedule of school subjects. Teaching Procedures 1. Discuss immediate problems of adjustment to school and community in a. the native language of the pupil. b. Rules and Regulations c. The home-room teacher d. Names of the teacher e. Plan of the building f. Cafeteria procedures g. Fees h. Absence procedures i. Withdrawal procedures j. Insurance 2. Provide time for the pupils to ask questions about problems which are of immediate concern to them. 3. Make it clear that the orientation teacher is the resource person for any problems that they might have. 4. Help them to develop understandings about any instructions which might be given to them by other teachers. 11

6. Help them to understand that pride in group relationships, school spirit, love of country is characteristic of any culture. 7. Make use of the more experienced pupils to help with orientation of newcomers building upon mutual interests. 8. Begin with the specific interest and concerns of the pupils. For example, their first assignment might consist of drawing a map of the country in which they were born and indicate the location of their birthplace. This might develop into further activities in the field of language arts, social studies and include some mathematics as to relation of size and distance. 9. Ask the pupils to write their autobiography, giving such information as their parents’ names, their addresses, of their father and mother during the school day, the school that they attended in their native country, their previous grade when they attended school and other information which might be of assistance in the guidance and instruction of the pupil. 10. Ask pupils to write their first impressions of school in their native language after the pupils have been in school for a few days. The teacher should translate this information and place it into the pupil’s guidance folder for use by other teachers and guidance personnel. 11. Ask them to write in their native language on topics that are personally meaningful to the pupils, such as: - My Ambition - What I Like or Dislike - What I Think of the Class Orientation Class - My Hobbies - Letter of Application for a Position, or - A job I would Like to Have 12. Impress upon the pupils the importance of being consistent in the use of their father’s name. Discuss the differences between customs regarding name use, emphasizing the problems that can be created through the inconsistent use of family names. 13. Hold a personal conference with each of the pupils reviewing the information on the pupil’s autobiography and check to be certain that the information is accurate and complete. The teacher might translate this information and put it into a file in the guidance office for use by guidance personnel and other teachers. 12

14. Develop routine responsibilities for particular pupils which will facilitate classroom organization and administration. For example, the more capable pupil might handle such jobs as attendance and the interviewing is available concerning their past school records and background. 15. Have the pupils dictate in their native language a story about their family, friends, or other experiences. Translate these stories into English and print them on elementary experience charts. Use picture charts with individual words that have been taken from the stories printed on cardboard. This will enable the pupils to match the individual words with the chart. These charts can also be used for pupils to read aloud for the teacher. 16. Teach specific study skills, such as: - Note taking - Selecting essential points from materials that are read - Developing a list of questions for study purpose - Developing personal techniques for the recall of information (See part II, Language Arts Bulletin, Grades 10-11-12, No. 6. Unit on Study Skills). 17. Write and present original skits in English based upon everyday situations experienced by the pupils. 18. Write the words in both English and Spanish in vocabulary drill to make certain that the pupils understand the new words. 19. Make use of choral reading to work on pronunciation and to provide support for the shy pupils. 20. Have pupils read orally to help them with pronunciation and to gain confidence in reading English before the class. 21. Check for comprehension by asking pupils to develop questions about material that they have read. 22. Improve understandings regarding the use of the negative by requesting pupils to change positive statements into negative statements. 13

23. Develop Spanish equivalents for useful English proverbs. 24. Have pupils develop a talk on “The Time I Needed English Most.” 25. Make sure of maps of Florida to orient the pupils to this area and develop concepts concerning space, distance, and size relationship. 26. Correct usage and grammatical accuracy when a situation arises that provides the opportunity for such instruction. Avoid formal, systematic grammatical instruction. 27. Limit the use of Spanish as the teaching language, utilizing it only when absolutely necessary. 28. Provide daily, purposeful, systematic instruction in vocabulary, language patterns, sounds, rhythm, and intonation of English speech. Materials 1. Make use of basic word list in vocabulary instruction, such as the County Spelling List or the Dolch Basic Sight Vocabulary List. 2. Use publications such as the Weekly Reader at the second and third grade level stressing in vocabulary on the back page of the material. 3. Provide instruction in the use of the dictionary and stress its importance to their personal study. 4. Make use of the books, Speaking Spanish, placing particular emphasis on skits which are contained in this book. 5. Make use of the Reader’s Digest and Reading Skill Builder at the second and third grade levels. 6. Make extensive use of maps, color slides, pictures and other visual items. 7. Use discarded elementary textbooks at about the second, third, or fourth grade levels emphasizing the basic vocabulary. 8. Translate stories from such books as El Camino Real into English. 14

9. Build up a room library of discarded picture type magazines, such as Life, Look, etc. 10. Make and use flash cards for vocabulary drill. 11. Exhibit alphabet cards around the wall. 12. Make extensive use of bulletin boards and tables within the room to exhibit materials of interest to the pupils. 13. Translate school handbook into Spanish for use by non-English-speaking pupils. 14. Use road maps to develop concepts of distance and time. 15. Teach the proper use of the telephone directory using discarded telephone directories. 16. Develop a plastic relief map of the U.S.A. 17. Use a world globe and a world map. Bibliography Bumpass, Faye L. We learn English Series -- With Pepe and Bing, Book 1 -- With Anita and Tabby, Book 2 -- With Pepe and Anita, Book 3 -- With the Soto Family, Book 4 -- With Pepe and Anita on the Ranch. Book 5 -- With Pepe and Anita at School, Book 6 New York, N.Y. American Book Company Castillo, Carlos and Otto F. Bond (Compilers). The University of Chicago Spanish Dictionary. Cardinal Edition. New York: Cooke, Dorothy E., Mildred A. Dawson and Lydia Anstill Thomas. Reader’s Digest Reading Skill Builder, Parts one and two, Grades 3 and 4. Pleasantville, New York: Reader’s Digest Education Department, 1952. (The two third grade booklets are probably best for beginners with some English experience. 15

Patton, David H. and Eleanor M. Johnson. Spelling for Word Mastery, (2nd grade, cursive). Charles E. Merrill Books, Education Center, Columbus 16, Ohio. 1956. (Also grades 3 and 4. Three is probably the best level.) Wright, Wendell W. and Helen Laird. The Rainbow Dictionary, Cleveland: World Publishing Co. ($4.95) My weekly Reader (Editions 2, 3, 4), American Education Publications, 1250 Fairwood Avenue, Columbus 16, Ohio. The Miami News The Miami Herald The film, “Improve Your Handwriting.” 652-1 West, Michal. A General Service List of English Words. New York: Longmans, Green and Company, 1953. 588 p. Spelling and Handwriting. Curriculum Guide, Bulletin 2C. Dade County Public Schools, Miami, Florida. Enriching Arithmetic. Curriculum Guide, Bulletin 7A. Dade County Public Schools, Miami, Florida. Matematicas Systimo Grado 7. Laidlaw Brothers, Summit, New Jersey, 1959. 16

DO’S AND DON’TS FOR THE REGULAR CLASSROOM TEACHER 1. Do be firm with these pupils, allowing them freedom as they demonstrate they can handle them. Freedom must always be equated with responsibility. 2. Don’t permit Spanish to be used indiscriminately during class time unless you understand their vernacular. 3. Do place special emphasis upon helping pupils to develop appropriate taste in attire. 4. Do work with them as objectively as possible, understanding that these pupils are particularly sensitive to emotional situations. 5. Do set definite and consistent behaviorist limitations within which all pupils must work so that an understanding is quickly developed regarding what they can and cannot do. 6. Do expect completed school work from all pupils. The amount, level and quality will naturally vary. 7. Don’t teach the same amount or the same type of subject content to the pupil who is having difficulty with English as that which is taught to the regular pupil. 8. Do get to know your students as early as possible, making a study of their background both in and out of school. 9. Do encourage Latin parents to become active in assisting in school activities, particularly working with other Latin parents. 10. Do exert extra effort to impress upon the parents the importance of home study and the conditions necessary for effective study. 11. Do be sympathetic and understanding with the pupil’s problems. Seek areas of interest and provide opportunities for successful experiences in the classroom which will motivate and stimulate them to becoming interested in the instructional program. 12. Do stress the importance of regular school attendance and be careful to see that pupil’s excuses justify his absence. 13. Don’t use procedures, comments, instructional materials, or controversial issues which are emotionally charged and might result in bitter misunderstandings and feelings of discrimination. 14. Do be aware of the fact that some of the pupils understand more English than they like to acknowledge. 17

15. Do develop a special plan of instruction for those pupils who plan to terminate their education at the junior high school year. 16. Do welcome the new pupil and make him feel wanted. 17. Do recognize and encourage the artistic and musical abilities which are present in so many of these pupils. 18. Don’t let non-English-speaking pupils feel that they are merely being tolerated and that everyone would be happier without them. 19. Do help pupils to fit into the overall school situation and not become members of exclusive groups. 20. Don’t allow pupils to use language difficulty as a crutch or excuse for not meeting their responsibilities. 21. Don’t allow the “buddy system” to keep the pupil from expressing himself to the best of his ability. 22. Don’t expect dramatic results overnight. 23. Do avoid forming a set opinion of the pupil on his first day in school. 24. Don’t permit other pupils to laugh at or ridicule the pronunciation of non-English-speaking students. 25. Do make sure that the non-English-speaking pupil understands class policies, assignments and rules. Some pretend to understand when they lack understanding. Ask them to explain what has been said. 26. Do make the Spanish- speaking pupil feel that he belongs. Give him responsibility, such as collecting papers, serving on the safety patrol, and other related activities. 27. Do speak clearly and slowly when speaking to the non-English-speaking pupil. Use meaningful gestures with the hands such as pointing the way, indicating size, and the like. 28. Do try to understand that these pupils come from a culture where many values and customs are quite different than those in America and that change in human behavior is a slow process. 29. Do remember that we have a wonderful opportunity to teach the American way of life by helping these pupils to live it in the classroom. 18