NOGUERA: We need to address the conditions for learning described previously and focus on recruiting competent teachers who have a commitment to serving the needs of Latino children and who do not regard cultural or linguistic differences as a liability.
Some immigrant students who come to this country illiterate in their native language have trouble acquiring academic English in school. This is because students use their primary language as a bridge for acquiring the second language. It is also true that many schools segregate students on the basis of language differences and relegate non-English speakers to low-tracked classes.
I also want to say that we [as teachers] have to speak out for kids who have no voice; for parents who are unable to pick up and take part in their kid’s education. If teachers believed more like coaches, who aim for winning, we’d see better academic success.
Clarence V. Reynolds is an editor who lives in New York.
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