Recent events and protests over proposed changes to the Denver Public Schools bilingual program have brought that issue to the forefront again. Bilingual education is controversial with the general public and also within the Hispanic community. Analysis of bilingual education from a Hispanic viewpoint reveals some interesting perspectives.

In early December, community activist Nita Gonzales and others protested at the DPS administration building over proposed changes in the DPS bilingual program. A few DPS teachers also took students to the rally. This demonstration was premature and misguided. Gonzales and her Latino disciples seemed to be grandstanding and seeking the media spotlight.

Proposed adjustments to the bilingual program are an annual event in the DPS school system. Every year there are proposed changes to the bilingual department, as there should be with most educational programs. Yet the Chicano subculture reacted recklessly, trying to represent all Hispanics. In reality, this faction does not represent the diverse Hispanic community which has numerous views on bilingual issues.

Historically, Hispano politicians advocated for bilingual education in the early 1900s, long before the Chicano politics of the late 1960’s. The Congress of Hispanic Educators also negotiated the Bilingual Consent Decree with DPS in the early 1970s. Chicanos like to take credit for things they have not done. They resent not being able to speak Spanish themselves and vent their anger while maintaining their victim status.

Bilingual issues require a knowledgeable and patient approach by parents, educators, and politicians. Chicano activists who grandstand with half-truths misrepresent the Hispanic community to the general public and should be ignored. Politicians Nolbert Chavez, Debbie Ortega and Ramona Martinez also participated in the ill-conceived demonstration. Where are these politicians on issues like DPS mismanagement, student discipline, and smaller school districts?

Bilingual philosophies, instructional methods, and techniques are numerous and volatile. Many bilingual teachers and language experts often disagree with each other on the various approaches and transitional timelines. Parents also have different expectations, needs, and preferences on how their children should be educated.

As a classroom teacher, it has been my experience from the school level that many parents do not want their children in the bilingual program. Many parents request to have their children removed from the bilingual program. These parental requests should be honored. Unfortunately DPS schools lack consistency on bilingual practices. Most Hispanic parents want their children to be taught in English so they can learn English as soon as possible. The allegations that Hispanic parents do not value education or do not want to learn English is simply untrue.

The proposed changes to the bilingual program by DPS are long overdue and are a step in the right direction. Bilingual students should be taught English immediately and placed in mainstream classes as soon as possible. There can be one year of bilingual classes, a second year in English as a Second Language (ESL) classes, a third year with 75% English and 25% Spanish. By the end third year they should be mainstreamed into English classes. Spanish language skills can be continued in foreign language departments where upper level Spanish classes are taught.

Professor Kathy Escamilla from the University of Colorado at Denver called the DPS proposal misguided in a recent Rocky Mountain News Speakout. She quotes from several studies to justify her position. Her ivory tower approach to bilingual education requires a seven-year transition period. This is nonsense; Hispanic students are intelligent, willing, and capable of learning English immediately.

The bilingual program has been mismanaged for years. Lack of competent administration, discipline enforcement, and low expectations negatively affect all programs and students. The public must keep in mind that the problems with bilingual programs are caused and perpetrated by the adults, not the students.



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