No Language Barriers Here

Magnet school program bespeaks success

NEW BRITAIN—In a smooth, steady stream of Spanish, Marcel Levesque and her twin, Grace, explained that when they entered Diloreto Magnet School in 1997, neither of them spoke or understood a word of Spanish, the primary language of many of their schoolmates.

In fluent English, their classmate Christian Castro, whose primary language is Spanish, chimed in to talk about having faced a similar problem — unable to communicate in English with classmates. Now the three are fluent in both languages, comfortable with the dual language academic program in which they have been immersed for the past five years. They and 28 fellow classmates at the local elementary school easily adjust to an academic schedule that includes classes in English one week and Spanish the next.

On Thursday, the group became the first class in the school to have spent five full years in the program, which was launched with some trepidation, but is now celebrated as a program that offers much more than just dual language training. These fifth-graders will also be the first group of students to move on to a new middle school level dual language program that will be launched in September.

“It was weird coming here and not speaking any English,” said Christian, who was born in Puerto Rico. “Now I speak English more than I speak Spanish,” he said. “But I can do both.”

Students in the class are clearly comfortable as they travel between Luz Sarmiento’s room, where only Spanish is spoken, and Ryan Pouliot’s room, where the teaching is done in English only.

“It’s definitely a challenge coordinating curriculum between the two classes,” Pouliot said. “But we get it done and there is no doubt in my mind that I would have liked a program like this when I was in elementary school.”

The dual immersion program, one of a handful in the state, is aimed at mastering native language skills and acquiring a second language. It has far exceeded its original goals.

“It’s not just that they have all learned to speak two languages, but have learned to use their brains in different ways,” said Sarmiento, one of a group of teachers who have played key roles in implementing the program. “Learning a new language, using your mind to understand a new language … it teaches your brain to work in new ways and that translates into better performance in other academic work, including things like Connecticut Mastery Tests,” Sarmiento said. “National studies show language acquisition develops the mind and that students in a dual language program will do better in areas like science or math.”

And they are. Local officials say students in the program are showing gains of 20 to 30 points on standardized tests. Further evidence of the success is reflected in more recent and personal statistics as well.

The district plans to implement an elite gifted program in September called Arts, Letters and Sciences. About a third of the slots in the 25-student program are being filled by students from the Diloreto dual language program.

“I think that says something,” Sarmiento said.

The program, specifically designed for school systems with diverse student populations, is succeeding, state officials agree.

“It is a good program and one that works,” said Mary Ann Hansen of the state Department of Education.

Students in the dual language program are, for the most part, nonchalant about their accomplishments.

“I can talk with my sisters in Spanish, and that is kind of neat,” said Ashley Potvin, whose younger sisters are also in the program. “They like it because I am better in Spanish so I can help them with their homework.”

For native Spanish speakers, the program has not only allowed them to learn English on a more level, and less embarrassing playing field, but has catapulted them into the starring role of helping fellow classmates who are struggling with Spanish.

“I can help my friends if they need help when we are in Spanish,” said Tiara Barreto, as she completed a computerized science project in Spanish on energy. “And I can help my father, who speaks Spanish, to learn English.”

“Students who do not speak English in particular, benefit because they don’t feel so isolated when they first arrive in a school where English is the predominant language,” said Adnelly Marichal, one of the district’s language arts coordinators. “While they are learning a new language they can still continue high levels of achievement in their native language.”

Parents, some of whom felt they were taking a leap of faith when they enrolled their children in the program several years ago, say the results have far exceeded their expectations.

“The premise was it would develop their thinking ability and it has done that,” said Deirdre Falla, whose daughter, Caitlin, is completing the elementary level program. Falla, who is also a teacher in the program, said her daughter is fluent in Spanish.

Others, such as Carol Montesi, view the program as a valuable teaching tool and a way to prepare students for a constantly changing world.

“I think this program was a terrific introduction to a larger world,” said Montesi, who is Marcel and Grace’s mother.

“My husband and I have been very pleased with our decision to put our children in a school with a diverse population,” she said. “It has sharpened their listening skills as well as developed their linguistic abilities. It will serve them well in their future education.”



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