Changing

Policy to Improve the Experience of Latino Students and

Emergent Bilinguals

Kitty Kelly Epstein, PhD


Changing Policy to Improve the Experience of Latino Students and Emergent Bilinguals

Kitty Kelly Epstein, PhD


In dialogue with academics, teachers, and students it has become apparent to me that
five school practices could create a different experience for many Latino Spanish-speaking
students. Many of these are practices rooted in policies which need to change: valuing
bilingualism; allowing the teaching force to reflect the student population; smaller schools;
ethnic studies pedagogy and a decrease in the time-wasting that accompanies standardized
testing.


First, the vocabulary that is used to describe Latino Spanish-speaking students is
degrading and discouraging. The terms Limited English Proficient and English Language
Learner reduce the image of a student to limitations and negativity.

The term itself is actually wrong. In fact, as Dr. Ofelia Garcia points out, the student
is really an emergent bilingual. He can already speak Spanish. He is learning a second
language. And that means that he is actually superior (in that respect) to most of his
teachers and classmates. (Garcia, 2008)

Understanding his strengths in terms of brain development and language knowledge,
his U.S. schooling should begin in a bilingual classroom and he should never transition to
English only. He should continue in bilingual environments, so that he is able to develop
and maintain both languages. All research, both national and international indicate that this
produces the best outcomes for youngsters, and it takes little further discussion to recognize
the long-term benefits of bilingualism in terms of career and higher education possibilities.


One reason why this does not happen more frequently brings us to the second unmet
need - Latino teachers. Bilingual education is not possible without teachers who speak
Spanish and most schools have few, even those schools with 70 or 80% Spanish-speaking
students. Here are the numbers for two typical Bay Area school districts District 1 - 60%
Latino students (most Spanish speakers) and 10% Latino teachers. District 2 60% Latino
students, (most Spanish speakers) and 20% Latino teachers.

This is not a problem of teacher recruitment and qualifications, and there is no need to
bring teachers from Spain or some other country. This is a problem of policy barriers.
Multiple expensive standardized tests and the requirement for unpaid student teaching
keep Latinos, most without affluent families, from entering the profession (Epstein, 2005;
Epstein 2012; Sleeter, Kumashiro, and Neal, 2014). Shockingly, being fully bilingual is not
given any credit in the basic requirements to become a teacher.

A third element of effective schooling for many urban youngsters, especially at the
secondary level, is smaller schools. There is much evidence that they produce better
engagement, a more peaceful and less stressful atmosphere, and better attendance. (Flores
and Chu 2011)


In addition, the general American curriculum is European-focused, with a tiny
smattering of other knowledge. There is abundant research to indicate that an ethnic
studies curriculum which reflects knowledge generated by all the worlds people is more
likely to engage Latinos students (Sleeter 2011)


Finally, the sort of testing currently practiced in U.S. schools is also a deterrent.
Standardized testing in general is problematic because it dampens student and teacher
engagement (McNeill); testing which does not adjust for emerging language skills gives
additional erroneous results for Latino emergent bilinguals (Garcia 2008)


Each of the issues I have discussed has a social movement pursuing it. Ethnic
Studies Now won a campaign for ethnic studies for all students in Los Angeles. Teach
Tomorrow in Oakland and programs in other districts are diversifying the teaching force.
A law has been introduced in California to move the state away from the implicit English-
only bias and a large movement against standardized testing has emerged across the
country. We can create loving, accepting, rigorous educational spaces for Spanish-speaking
Latino youngsters, but doing so requires confronting policies which support English only,
encourage segregation, and leave out culturally relevant content and practices



Epstein, K.K. (2005) The Whitening of the American Teaching Force. Social Justice

Epstein, K.K. (2012) A Different View of Urban Schools: Civil Rights, Critical Race Theory, and
Unexplored Realities. Peter Lang.
Flores, N and Chu, H. (2011) How Does Size Matter: the Impact of the Rise of Small
Schools on Latinos and Emergent Bilinguals in New York City.
International Journal of Bilingual Education and Bilingualism, v14 n2 p155-170

Garcia, O, Kleifgen, J. and Falchi, L. (2008) From English Language Learners to Emergent
Bilinguals. . A Research Review of the Campaign for Education Equity. Teachers College
Record

Garca, O., Woodley, H. H., Flores, N., & Chu, H. (2013). Latino emergent
bilingual youth in high schools: Transcaring strategies for academic success.
Urban Education, 48(6), 798. Retrieved from
http://search.proquest.com/docview/1439136131?accountid=10868

McNeill, L (2002) Contradictions of School Reform: Educational Costs of

Standardized Testing

Sleeter, C.E. (2011) The Academic and Social Value of Ethnic Studies: A Research Review.
(Retrieved from https://www.nea.org/assets/docs/NBI-2010-3-value-of-ethnic-
studies.pdf)

Thank you to Estella Hernandez-Patel for your comments and critique