In many ways, the 14 pupils in Arlene O’Connor’s third-grade class at Beech Street School in Manchester are like any other third-graders. They’re ready to learn, they’re full of energy, and they’ll even offer up a group groan when informed of the school’s lunch menu.

But there’s one particular difference between these pupils and others in the Manchester school system. These kids are all learning English as a second –in some cases, third–language. They come from all four corners of the Earth — from as far away as the Sudan, Afghanistan, Germany and the Dominican Republic. All together, there are 10 countries and seven languages among them. It’s a situation that presents both unique challenges and benefits for their instructors.

As her pupils quietly work at their desks, O’Connor relates the situation. Some of her pupils have never attended school. Others come from highly educated families, but they still need to learn basics, like colors and numbers, in English. And sometimes, on top of all that, many of these children have come from desperate circumstances.

“We’re getting more kids who were in traumatic situations, where they’ve experienced war and have experienced difficult times,” O’Connor said. “Every day is a challenge because you’re trying to teach to so many different levels.”

Last week, O’Connor was doing that in a variety of different ways: leading pupils in song, having them practice writing, spelling and word formation. Other exercises were practical as well as instructional, as she taught children how to add and subtract by using coins.

O’Connor’s pupils were enthusiastic learners, if occasionally joking around a bit. And while mistakes were made once in a while, as a whole her pupils were reading, writing, and talking in English.

O’Connor, a seven-year teacher who formerly worked as an English tutor, is not alone at Beech Street. Two-hundred of the school’s pupils — out of 660 total — are learning English as their second language. Most are in mainstream classes, with teachers’ aides to help them if they get in a tight spot.

O’Connor works with those who need more help.

“We have, at this point, probably about 80 students in our magnet classes–so they really have no English when they get into there,” said Elinor Murphy, Beech Street School’s principal.

One of those pupils was Adi Mesanovic, a third-grader originally from Bosnia. He’s a quiet but eager learner who enjoys learning math, and he says that while the United States is different than his homeland, he likes living here.

When Adi first came to Manchester in the fall, he began attending McDonough School, but spoke very little English. When it was clear he couldn’t keep up, he started attending Beech Street.

Now, O’Connor said, Adi can write entire paragraphs in English. And while he is still shy, he is learning English very quickly.

School administrators say that English-only approach works.

“There’s a real controversy now with bilingual education,” said Murphy. “Our students are making very good progress, and I think at this point, New Hampshire supports a total immersion approach. And I think it benefits the students we’ve been servicing.”



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