My absentee ballot was mailed today with a vote for Dr. Kelly Kent for School Board. It is rare that we have someone with her qualifications on our School Board.
An educator, Dr. Kent understands the learning process. She will put in the time and energy to provide our students with what they need to excel academically and as citizens. Based on her research and classroom expertise, she knows how children learn.
With her children attending Lin Howe Elementary, where there was no foreign language program, Kelly started the volunteer Spanish language program taught before school.
The immersion programs in the CCUSD can only accept a limited number of students. Dr. Kent realized the need to provide an opportunity for other elementary school students to learn a second language.
At UCLA in the late 1960s and early 1970s, I was one of Dr. Russell Campbell’s students when the immersion program in CCUSD began. In succeeding years, I also had the opportunity to work with FLES (Foreign Language in the Elementary School) programs throughout California. I was involved in research projects which showed that young children not only have the ability to develop language skills early, but by learning a second language while in elementary school, they can later learn other languages more readily and achieve higher levels of cognitive development.
Dr. Kent, with her background in neuroscience, clearly recognizes that children at this age show more mental flexibility, more creativity, divergent thinking skills, and improved listening and memory skills, enabling them to process language early on.
Dr. Kent’s initiative and her dedication to making certain that the children in all of our elementary schools will have the opportunity to learn a foreign language have demonstrated to me that she will do an excellent job as a member of the CCUSD School Board.
Dr. Janet Cameron Hoult, Professor Emerita of Language Education
Cal State University, Los Angeles,
Charter College of Education, may be contacted at houltight@aol.com
Yes , I was also a close friend of Dr. Russell Campbell ,( now deceased) he was my mentor and teacher on second language acquisition.
Yes, he and two other professors Dr. Bowen and Dr. Cohen from UCLA helped start the Spanish Immersion Program in CCUSD in 1971. In the 1980’s , I was on the UCLA Center for Language, Education and Research.
It is nice that Kelly help start a program but it is less than 2 months old. Very difficult to evaluate a program that has only been in operation for 2 months and instruction is 90 min. per week. As Dr. Campbell and other language educators would say this is minimal instruction time for being effective.
“It is nice that Kelly help (sic) start a program but it is less than 2 months old. Very difficult to evaluate a program that has only been in operation for 2 months and instruction is 90 min. per week. As Dr. Campbell and other language educators would say this is minimal instruction time for being effective.”
Madeline, first of all, the program has existed since last January, so your math is off.
Second, as a Linwood E. Howe parent, lemme say that I’m all ears to hear what alternative you would suggest to active, involved Lin Howe parents like me who are desperate to get some Spanish language instruction in place for our children. CCUSD sure wasn’t making it happen, so Kelly Kent (and some other Lin Howe parents) did, but if– from your privileged perch– you’ve deemed this parent-created-and-funded program to be ineffective, then exactly what alternative do you suggest to us parents at our little Title I school? Please do tell, Madeline!
Once again Ms Ehlich, you and your husband seem eager to be (let’s call it…) ‘economical with the truth’ when it comes to your attempts to smear Kelly.
To write that this program is two months old is simply not true. Conversations began in earnest about the Lin Howe Spanish Language program in September 2014 and by this January (2015), it was up and running. That’s four months!! Amazing! Wouldn’t you agree?
Thank you for giving me the opportunity to remind readers of Kelly’s incredible ability to make positive and useful change for our kids, our schools and our community.
Madeline, you bring up an excellent point and I thank you for raising it. You remind us that in fact there it more than one pathway to language acquisition – by no means is immersion the only option. If it was, then the European and Asian countries, many of which begin teaching English to their students as part of the regular curriculum in 3rd grade (or in some countries, even as early as preschool), would never produce bilingual and/or multilingual citizens. In most of the rest of the world, school is taught in either the children’s native tongue / local dialect, and/or their national language. At some point in elementary school, English instruction begins in school for all of the students, not just the families who want it. Children grow up learning multiple languages as a matter of course, and grow up to be bilingual adults. The United States is far behind the rest of the world in teaching a second language to its elementary school-aged children. It would be lovely if every single family who wanted to be in an immersion program could be, but as I’ve stated in a previous letter to the editor, there is a dearth of immersion spaces available in CCUSD. Now that Lin Howe is offering Spanish language instruction to any student who wants it (free of charge, I might add), we feel we get the best of both worlds: attending our home school and giving our children access to a second language at the elementary school level. I’m sure that when you were advocating for the immersion programs some 4o years ago, you had to start somewhere. And I’m sure your chops as a founder of the immersion program helped you get elected to the school board way back when. Kelly started somewhere and got a very long way in a very short time. As you know, that’s a darn good credential for a member of the school board to have.
First, I stand corrected on the length of the time of the program.
As a strong advocate for second language acquisition, I truly feel your anger and frustration.
If I were in your shoes, I would band together as parents and taxpayers and petition the school Board to implement a Spanish Immersion Program at your school. It is cost efficient and and it is a language model in which children attain a high level of fluency. Back in the early 90’s when I was on the Board, I pushed to start the Japanese Immersion program. We received the Request for Proposal in April, we got approval for a start up grant in July and we had the program, Kindergarten, up and running in Sept. It can be done.
I not only urge you to go to the Board but I am willing to go to bat with you.
I know that many parents want their children to learn a second language and I applaud you for that. I am truly sad and sickened when a child does not get into the immersion program.
I hope that you will consider Scott McVarish for School Board. He has already helped parents band together to advocate for their programs. He would be a very effective voice for you on the Board.
Madeline,
With all due respect I have to disagree with you that somehow Scott Mc Varish will be a better advocate for a dual immersion program at any of the other schools than Kelly. At a recent forum, Scott said that his daughter catapulted over 80 students to get into El Marino because she spoke ‘some’ Spanish. This shows me that Scott is not familiar with the fact that he likely took the spot of a native Spanish speaker, an English Learner to whom that spot should have been offered, so that he could act as model for the target language, an essential component for two way immersion programs.
In the conversation about how popular language immersion programs are, we are forgetting one very important reason to support them, which is that they are the best program for English Learners to learn English. Research has shown that English Learners in dual immersion programs will, over time, outperform both academically and linguistically their counterparts in regular English immersion programs.
This is important for two reasons. One is the Local Control Funding Formula (LCFF), which now provides additional dollars to districts on the basis of the number of English Learners it serves, and requires that these dollars be used to serve them. And Culver City has a long way to go in this regard. In the latest test results (SBAC) only 35% of English Learners met or exceeded the standards in English, compared to 67% of students who are fluent in English. In Math, the difference is even more stark, only 12% of English Learners met the standards, compared to 50% of students who are fluent in English.
Secondly, it turns out that Linwood Howe, has almost the same number of Spanish speaking English Learners (79) as El Marino (81) has, so it stands to reason that instead of having the Dual Immersion program only at La Ballona and El Marino, the District should absolutely open a two way Spanish Immersion program at Linwood Howe.
The question is this: would Scott McVarish or Anne Burke advocate for this, since they benefit by the popularity of the El Marino program?
And is there any chance that Linwood Howe would ever get a dual immersion program as long as there are 3 Board Members who represent the El Marino community?
It seems to me that if Scott McVarish got elected, Linwood Howe might have to settle for a 90 minute program for a long time. And in the end, it’s the English Learners at the school that would be the most affected.
In order for the program that Kelly and other parents have created to show their interest in language learning to grow into a program that can equally benefit the students who are learning English, it will need an advocate like Kelly, who understands these issues and will be a voice for all schools.
Just want to set the record straight. Thank you Joanna, but my oldest son is 41 and we only moved to Culver City 40 years ago and I DO NOT take any credit for starting the Immersion Program in Culver City. When I hear a statement like that I am the first one to say, ” That is not correct. I did not start the program.” That did not help me get elected to the school board. When I ran for School Board , my children were in Middle and High School.
Thank you, Madeline. I stand corrected about your role in the immersion program. My mistake is due to the fact that when I was seeking support for more language instruction at the elementary school level, before my children even entered kindergarten, everyone told me I needed to speak to you, and even referred to you, lovingly, as the “mother of immersion.” I do know you had a big hand in getting the Japanese program into the district, and have continued to be an advocate for more opportunities for elementary-aged children to have access to language in schools, well past your service on the school board.
What, though, about Linwood Howe families who don’t want the *entirety* of their children’s learning day to be conducted in a foreign language? What should be done for parents who want their children to learn primarily in English, but who do want their children to get some Spanish instruction? Are they just SOL?
Patrick, in a two way immersion program, depending on the model that is chosen, a portion of the day is conducted in the target language and the other in English. In a two way Spanish Immersion program, this is what allows Spanish speakers to learn English from their English speaking peers and vice-versa. Some programs, known as 90/10 programs, start in Kindergarten with 90% or 70% (known as 90/10 or 70/30) of the instructional time in the target language and 10% in English and they reduce this time, either every year, or every two years, until they reach a 50/50 mix in 5th grade. Others start at 50/50 in K and stay that way. El Marino is a 90/10 program, La Ballona a 70/30 program.
There is debate about whether there is a difference in the effectiveness of the programs, it appears not to be significant, but my experience is that people feel very strongly about the particular model they have chosen.
Programs are usually a strand in a school, so you have a choice to put your child in the immersion or in the regular program (sometimes this is known as English immersion, when speaking of programs for English Learners). That is what you have at La Ballona for example. El Marino is only a language school, as it houses two immersion programs, one in Spanish and one in Japanese.
The important thing to understand about an immersion program, is that it represents a stronger alternative for English Learners than regular English Immersion programs, as the research is conclusive about the way it improves achievement for this more vulnerable population. Often, Districts don’t let English Learner parents know about this fact and parents appear not to be interested, but it more often than not has to do with not being exposed to accurate information.
In Culver City, for example, the Spanish immersion program at El Marino has not always served large numbers of Spanish speaking English Learners. Since Ms. Pumilia became Principal she has consistently pushed to increase the number of English Learners and you can see the result of her efforts.
But also, this is part of the history with the El Marino adjuncts. In a two way immersion program, students don’t need language aides, because their models for the language are the Spanish speaking students, as the English speaking students are the models for the Spanish speakers. Surely, additional teaching staff always helps with learning but it is not considered necessary for the program to succeed.
Claudia,
It’s inappropriate to suggest somehow that a candidate’s child does not belong in one of the district’s programs. For the record, her mother is from Central America and is a native Spanish speaker. Scott McVarish is completely bilingual and they are bringing their daughter up speaking Spanish. Now please focus on issues, not this.
Patrick,
I know that you suggested that some parents just want their child to learn ‘some Spanish’. I think that when parents understand the enormous benefits that being fully bilingual brings, they wouldn’t want to deny their children this advantage.
There are MANY reasons for becoming bilingual, but in honor of our wonderful neuroscientist running for School Board, I’ll share these two, which are focused on the impact on the brain.
https://www.youtube.com/watch?v=rhpVd30AJaY
https://www.youtube.com/watch?v=MMmOLN5zBLY
Vote for Kelly Kent, this November 3rd!
Jeannine,
I did not suggest that Scott’s daughter did not belong in the program. It was Scott who said that his daughter catapulted because she spoke ‘some’ Spanish. What I am saying is that for a two way immersion program to work best, the students who are accepted in the Spanish speaker category, should be fluent, so they can be models for the other students.
Maybe there were other parents in the long list that he jumped over that also had children that had Spanish speaking parents, we don’t know that.
By suggesting that this is how he got in to the program, he is suggesting to other parents that their children only need to speak ‘some’ Spanish to be considered in the Spanish speaker category, and I do not believe this is the District policy.
I appreciate Patrick’s comment. While immersion offers wonderful opportunities for many students, it’s not a one-size-fits-all approach. When my kids were at Linwood Howe, they accepted transfers in 2nd, 3rd, and 4th grade of students who just weren’t doing well in the immersion program and thrived with a traditional approach. But many families would jump at the opportunity for their students to learn another language as a second language beginning in Kindergarten. It’s a missed opportunity that Dr. Kent obviously jumped on at Lin Howe – good for her!
Claudia, nuance of language is everything. You are interpreting what a candidate said, through the interpretation of a writer. Since you clearly do not know circumstances of families outside of your own, and since you do not know the circumstances behind the reason why a child of two parents who speak Spanish (one a native speaker from Central America) was accepted into a Spanish immersion program in our district, I trust that you will end your attack.
Thank you,
Jeannine.
Jeannine,
I will be glad to stand corrected if Scott said something different than what was reported here. What did he say?
But more importantly, my intention is not to attack Scott. It is to discuss an important policy issue. Two-way dual immersion programs are designed to provide benefits for both English speakers who want to learn Spanish and Spanish speakers learning English (or English Learners who speak Japanese, or other language).
As I said in an earlier post, with Ms. Pumilia’s strong commitment to bring more English Learners into El Marino, the program has focused to serve this underserved population. And with the opening of the program at La Ballona, a school that already had a large English Learner population, the District moved closer to provide an important benefit that was previously offered more to an English speaking population, than to the community for whom makes a bigger difference, academically speaking.
So, we can stop talking about Scott and talk about the importance of growing two way programming in all schools for all the parents who want to make that choice. Do you support that idea, Jeannine?
Claudia,
Great. Glad to see that you stand corrected.
Jeannine
Jeannine,
Can you clarify what it was that Scott said?
I said that I would stand corrected IF Scott said something different than what was reported here. If you want someone to stand corrected, you actually have to spell out what it was that was actually said, don’t you think?
I am grateful for the education I received by reading this wonderful article from Dr. Janet Hoult and the comments that followed, many from individuals such as Claudia Vizcarra who are highly educated on the issue of language immersion programs.
Claudia I will take you at your word that you do not know what exactly was said at the candidate forum, you were conjecturing, and that I should disregard your comments.
Best,
Jeannine
Jeannine,
I would appreciate it if you don’t put words in my mouth.
I was not conjecturing. Mr. Noonan reported that Scott said that in a meeting.
If he did not say that, what is it that he said, so I may retract?
Back to the topic at hand (language immersion)…
“Patrick, in a two way immersion program, depending on the model that is chosen, a portion of the day is conducted in the target language and the other in English. In a two way Spanish Immersion program, this is what allows Spanish speakers to learn English from their English speaking peers and vice-versa… Programs are usually a strand in a school, so you have a choice to put your child in the immersion or in the regular program (sometimes this is known as English immersion, when speaking of programs for English Learners).”
Awesome, this is something I could *definitely* support here at Linwood E. Howe (and enroll my kids in, besides!). And given Kelly Kent’s herculean volunteer efforts thusfar on behalf of Lin Howe Spanish instruction, I have a feeling that she would support the above as well (though I’m now writing a note to myself to ask her that directly). Madeline, Jeannine: if Scott and Anne were to be elected to the CCUSD board, would they also support the creation of a two-way immersion strand at Linwood E. Howe Elementary, as Claudia describes above? Or no?
“Madeline, Jeannine: if Scott and Anne were to be elected to the CCUSD board, would they also support the creation of a two-way immersion strand at Linwood E. Howe Elementary, as Claudia describes above? Or no?”
Btw, Scott has answered the above question via email, but invited me to post it here, for those interested. Here goes:
You pose a great & not easy question. I am a major proponent of children becoming bilingual. In my personal and professional life I have benefitted in incalculable ways by being bilingual.
So, I am very open and receptive to expanding language programs and should be considered as a major advocate of doing so.
That being said, I’m not running for the board to impose my agenda. I really want the parents at the individual sites to be able to impact and help determine/improve the direction of their school. That’s why I helped start UPCC & in part is my motivation in running for school board.
I would let program experts in the district– our Supt, the Asst Supt– determine what grade is okay to start an immersion program but I would want the parents to drive the adoption of the immersion program. You’ll never get a 100% buy-in but I think requiring a majority would be appropriate. There would need to be a lot of discussion, hearing from experts, forums etc.
Ultimately, if no such majority emerged of the impacted parents, then perhaps increasing the percent of students at La Ballona who are in an immersion program would be the way to go.
Big thanks to Scott for responding.
By the way, for those who may be interested, this morning I asked Kelly Kent the same question above, while she and I were out precinct walking for her. Kelly reiterates that she is deeply and very personally committed to the value of language instruction in CCUSD’s neighborhood elementary schools (which, duh: she’s devoted countless hours to organizing and administering a parent-led language instruction program at Lin Howe), and that– as School Board member– she would absolutely support the creation of a dual-immersion strand at Linwood E. Howe Elementary (and, I presume, any other CCUSD neighborhood school where there is sufficient community demand).
So there’s that.