Alejandro Raphael Palacios Morales

AIA05

06/28/2013

Centro Boliviano Americano

Education in schools should be bilingual

As a lighthouse stands against the storm, its tireless beacon showing the
way to safe harbor, so too does America stand in an increasingly dark and
turbulent world. The bricks and mortar would have long ago succumbed to the
pounding of the waves but for one reason, the lighthouse is built upon a foundation
of bedrock as old and as strong as the earth itself. Likewise, the tower that is our
nation would have long ago toppled if its foundation were not rooted in equally
strong Materials.

Unlike the lighthouse, this grand experiment we call America is not built
upon rock and dirt; our nation is built upon the strength of its people. Of these
people, only a small minority would call this place home if not for the great
immigrations of the last half-millennium. These countless individuals, who left their
homelands for many different reasons, all chose America because of the presence
of limitless opportunity. Yet, after each new group begins to find its American
identity, that group turns and attempts to bar those waiting in the queue from
realizing their own American dream. Limiting educational opportunity is one
method used by previous arrivals to limit the successful integration of newcomers.
Immigrants are quickly being prevented from realizing their full potential as citizens
by the nationwide movement to outlaw bilingual education. In order for America to
maintain its position as the world's only remaining superpower, we must continue
to offer our new arrivals full access to bilingual education.

The classroom use of a language other than English is not a new or

revolutionary concept in the American educational practice. In EEUU The first
law allowing the use of a language other than English, for the instruction of
students, was adopted by the State of Ohio in 1839. This statute allowed the use of
German in the classroom in addition to English. Soon, instruction was taking place
in French in Louisiana and Spanish in New Mexico .In many cases, these laws just
legitimized education using the language that was present before the area was
even a part of the United States. Then, as now, students were not expected to go
through school, and subsequently life, without learning English. The use of a
language other than English was merely to ensure that students were able to keep
up in the traditional courses of study, while learning English at the same time.

This longstanding tradition of bilingual education might have continued until

the present, but for two intersecting facts. First, in the early part of the twentieth
century, more than 600,000 students were being educated in German. Second,
America went to war with Germany and the nation was swept up in a xenophobic,
nationalistic fervor. Anything even remotely German was suspect. Sauerkraut
became victory cabbage; dachshunds and German shepherds were out; the fact
that most brewers were of German heritage was used to push prohibition through
many state legislatures. The speaking of any language other than English was
particularly frowned upon, and the practice of bilingual education practically
disappeared for the next half century.

These success stories prove the concept of bilingual education is not a

faulty, pie-in-the-sky, idea, and allocated funding is not disappearing down a rat
hole. Concerned citizens need to insist the federal government continue to ensure
the full, congressionally mandated adoption of bilingual programs is, in fact, taking
place. Successful programs should be studied, copied, and implemented
universally. Such programs must continue to receive funds and support if America
is to remain the great power that our ancestors, predecessors, and we have built it
up to be. We cannot ignore this problem; too much is riding on our actions.
Alejandro Raphael Palacios Morales

AIA05

06/29/2013

Centro Boliviano Americano

Gifted children should de singled out for preferential treatment

Started in the 1970's, America's Gifted & Talented programs are used to
enhance the curriculum of students included in either category in order to
challenge and strengthen their unique abilities. These students are usually
provided a separate class with specialized lessons in all areas and a teacher with a
special degree in gifted education. I feel that it is important that the teacher was a
gifted student who would know what the students must face as "above average"
members of their school. The job market for gifted education offers a wide range of
opportunity and gifted teachers are needed all over the country.

One of the earliest programs in EEUU for gifted and talented students was
set up in 1974, at The Old Donation Center, in Virginia Beach. Students scoring
within the top 3% of students on an assessment test are referred here to be further
challenged. These students are considered gifted and have special teachers and
classes to promote development of their talents and minds. Programs like this
began to pop up around the nation in the 70's; however, gifted students were
looked down upon by teachers, parents, and peers. Many people considered them
to be "freaks" because they were different.

Gifted teachers must have both a degree in education and a degree in

special education. These teachers are individuals that must have stamina, people
skills, and open minds. It is also important that the teacher himself/herself was also
classified as gifted. It sets a common bond, shows them that the teacher
understands the problems they face as so-called "smart kids". These students are
often ridiculed by their peers and looked-down upon by their teachers. They are
often separated from others their age by a barrier that can only be described as
their "intelligence". This is why, often, gifted teachers have degrees in
administration, counseling, or psychology. All teachers that I interviewed told me
that a continually upgraded education is a must. In order to keep up with the
students one must attend seminars, workshops, special classes, etc. There is no
end to the amount of education that could help you to understand gifted students
and the role of their "teacher". Also, if a teacher has extra educational
qualifications, he/she could be asked to step up to the position of administrator or,
more often, counselor. This means pay raises.

In conclusion in other places gifted people have special treatment this could
develop better their abilities, but also could give them much pressure to be
successfully in life. If you know some gifted people now you could see the big effort
that they do to be like they are.