Hispanic Students in U.S. Schools: ESL Programs and Strategies

Introduction

Over the last decade there has been a steady increase in the Hispanic population in the United States. As a result of this increase, the American school system has had to adapt its curricula to meet the needs of students who speak little or no English. The purpose of this investigation is to explore Hispanic education through the utilization of a case study. The investigation encompasses several issues, including the challenges that Hispanic students face and the services provided to them in the United States school system as a whole and in elementary schools in Alabama specifically. The research also focuses on teaching strategies.

Literature Review and Case Study Framework

A case study can be defined in many different ways. According to one definition, it is "a written or recorded, detailed analysis of some targeted stress factor(s), for the purpose of noting success or failure, to be used as a benchmark for education, research, and/or planning" (Curriculum Repository Glossary). Case studies are essential for developing a greater understanding of a subject. For the purposes of this discussion, a cumulative case study will be developed.

Issues and Programs for Hispanic Students in American Schools

As it relates to the issues and services provided to Hispanic students in elementary school in the United States as a whole, there are some serious challenges that the American school system faces. One of the most obvious and significant is cultural differences. At the elementary school level, overcoming these differences is essential so that students can have successful academic careers. According to an article entitled "The First Challenge: Cultural Shock," the manner in which students and teachers in American schools treat one another can fall outside the cultural norms for those with a Hispanic background. For instance, the article asserts that in most schools in other countries rules are stricter and school is a much more formal environment compared to American schools ("The First Challenge: Cultural Shock"). As a result of these differences, Hispanic students at the elementary level who have attended school in their native country may find it difficult to adjust to school in America.

Other cultural differences relate to the assertion of independence. The article explains that Americans tend to be more independent than people from other countries and expect those around them to be similarly independent ("The First Challenge: Cultural Shock"). This means that the feelings of others may not always be considered in social interactions ("The First Challenge: Cultural Shock").

An article entitled "The Acquisition of English as a Second Language" asserts that additional issues can arise when educators do not fully understand how language is acquired. The article explains that there are two main misconceptions that educators tend to hold regarding language acquisition in children (Cummins). The first is that inferences are drawn about children's ability to think logically based on their familiarity with Standard English (Cummins). The second misconception is that second-language students who speak fluent English have mastered all aspects of English proficiency (Cummins). Both misconceptions have a significant impact on the type of attention Hispanic children receive at the elementary level.

As it relates more specifically to the services available to Hispanic students in American elementary schools, many schools have made adjustments to meet the needs of Spanish-speaking students and to assist them in gaining English proficiency. However, the issue of bilingual education has always been a controversial subject. According to an article in The Nation:

"The national debate over the effectiveness of bilingual education versus English-language immersion has continued nonstop since the sixties, when bilingual instruction was widely introduced in the public schools. Although there are thousands of evaluations of specific programs, a recent National Research Council report criticizes many as partisan and almost all of them as worthless. There is still no solid answer to the question: Does bilingual education help or hurt limited-English-speaking youngsters? Although the issue is typically framed in the polite language of pedagogy, bilingualism has been politicized almost beyond redemption. Antagonists see bilingual education as identity politics in pedagogical drag, while multiculturalists decry the 'hegemonic' idea of assimilation that they equate with English-immersion courses" (Kirp, p. 27).

Although the question of how to educate Spanish-speaking students within the American school system has been a polarizing issue, many school districts with large Hispanic populations have adapted and are attempting new and innovative ways of ensuring that students become proficient in English while not totally abandoning their native tongue.

Issues and Programs for Hispanic Students in Alabama Schools

Bilingual education is a program that many American schools have embraced as a way of assisting students. Bilingual education programs in the United States came about as a result of the Bilingual Education Act of 1968. This act asserted, among other things, that students should be taught in their native language during what was called a "transitional year" while they were becoming proficient in English (Duignan). According to an article in Phi Delta Kappan, there is no consensus on the effectiveness of bilingual programs in the nation's schools. The article asserts that, on one hand, many argue that students taught in their native language while transitioning into English proficiency are more likely to perform better in school in subsequent years (Rothstein). On the other hand, the author points out that rapid English immersion may be more effective in ensuring that students have a successful academic career (Rothstein).

Within the Alabama school system, ESL programs exist in which teachers are trained to assist students in gaining English proficiency. According to a report published by a state university, the institution received grants from the federal government to train more teachers to meet the needs of ESL students (UAB Wins $389,000 in Grants to Help Teachers Educate Non-English Speaking Children). The program is also designed to make teachers more aware of cultural differences. The report further states that Alabama is committed to ensuring that all students receive equal access to education (UAB Wins $389,000 in Grants to Help Teachers Educate Non-English Speaking Children).

Conclusion

The purpose of this investigation was to explore Hispanic education through the utilization of a case study. The investigation encompassed several issues, including the challenges Hispanic students face and the services provided to them in the United States school system as a whole and in elementary schools in Alabama specifically. The research found that both bilingual education/ESL programs and immersion approaches are used in the American school system to assist Hispanic students in becoming proficient in English. In Alabama, ESL programs have been embraced to assist students, along with additional tutoring programs, particularly as they relate to Hoover, Alabama. The research also focused on teaching strategies, which involve understanding cultural differences, developing two-way communication, maintaining patience with students, and immersing students in comprehensive reading programs with careful attention paid to the types of reading materials to which students are exposed.