Reading, writing, arithmetic in two languages

Denver schools' new superintendent makes bilingual education a top priority

Connie McKay moved effortlessly from English to Spanish and back again and never lost a student, which is the tricky part.

”Hola,” the stubbornly sunny McKay said, welcoming her fifth-graders to their first day of class Monday. ”Buenos dias. Mi nombre es Miss McKay.”

The 23 Denver children in McKay’s Fairmont Elementary bilingual classroom then sat cross-legged on the rug playing the Name Game. They took turns introducing themselves and reciting the names of everyone else in the circle.

Some of her students don’t speak English, some don’t speak Spanish, and some speak both. It’s McKay’s job to make sure they all stay interested.

”You have to let the kids know their culture and language is an important part of who they are,” McKay explained. ”We don’t want to lose any kids.”

Superintendent Irv Moskowitz has made improving bilingual education, probably Denver Public Schools’ most roundlp priority as he begins his tenure.

About 15,000 Denver schoolchildren are classified as ”limited English proficient.” They account for almost a quarter of all DPS students, and their ranks swell by about 1,000 every year, many arrivals from Mexico.

Denver’s bilingual education program is beset by contradictions, which can be expected of an oft-criticized program that has nevertheless produced the national bilingual teachers of the year for 1993 and 1994.

Many Hispanic activists complain the district isn’t doing enough to educate Spanish-speaking students. Not enough teachers, not enough money.

Other critics say the program should focus solely on learning English. By trying to teach both languages, they argue, it succeeds only in doing both poorly.

But McKay sticks with what works for her.

She switches back and forth between languages in her lessons, speaking slowly and using plenty of hand motions to keep from losing anyone in the transitions. The children break into groups when learning such core subjects as math, but the lessons are geared toward making children bilingual.

Some children blurt ”What’d she say?” or ”Que dijo?” when they have difficulty following McKay, but most seem to catch on.

When she begins a poetry lesson in Spanish, she encourages the English speakers, saying: ”I want you to sit there and pay attention and see if you can understand. You have to be like detectives to figure out the words.

”You know what?” McKay tells the children later in English. ”We’re going to do our very best in both languages.”



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