Written by Claudia Soruco 

What we hear over and over again is the lack of academic success and the low achievement of Hispanic children in the U.S. But seriously, how wouldn’t we know this, when the low scores in math, reading, and writing in national and standardized tests make it so evident? Or how can we possibly ignore this fact, if the TV and social media are responsible for reminding us daily?

We all also know the high dropout rate among Latino students. Then, not surprisingly, we make predictions about the future of these kids, which is not far from drugs, teen pregnancies and/or jail. What else could we think of somebody who didn’t even graduate from high school, right?

The statistics and numbers of the low achievement and high dropouts among Hispanic students are well known and discussed. So let’s put them aside for a moment and talk about some facts a little more unnoticeable.

• Although, there is a widespread belief that the main reason of these children low-achievement is their lack of proficiency in the English Language, the truth is that the “moving reason” constitutes the number one reason why Latino students leave school earlier. Since the majority of them don’t own a house, they are moving from home to home and changing schools. Why do they move so much? They are constantly in search of better opportunities for their families. This could be financial advantages or immigration issues.

• It is not because Latino children and families hold low educational aspirations that they present low achievement in school, but the major cause of this “unsuccessful performance” is called “Cultural mismatch.” I don’t believe learning is an easy task for these young learners when they live technically in “two worlds” They have the schools asking to meet some expectations that are not compatible which the ones they have at home. On the other hand, they have their parents trying hard to preserve their own values, beliefs, traditions, and even language. Children are confused because of this cultural gap and the inexplicit and contradictory set of expectations that come from it.                                                                                                 This results in parents unmotivated to get involved in school activities since they don’t feel valued, which leads to the misconception by teachers that the parent’s lack of participation in school activities is related to their lack of appreciation of education.

• Despite the fact that the 75% of Hispanic children in the USA are bilingual (English and Spanish), the 25% that are not tend to be misplaced in special education classrooms. Instead of acknowledging the presence of an ill system that fails to respond the academic needs of Hispanic children, it is easier to blame these kids for the unwanted results. It is easier to think that these children have learning problems than to recognize the absence of high qualify teachers, high expectations towards these students, and proper resources to work with diverse children. By placing them into special educational services, the school is causing Hispanic children to stop trying hard.

The high qualifications of the teachers doesn’t only include knowledge of instructional strategies about how to better teach these children, but it should involve knowing the cultural background of each student. That is, knowing that not all Hispanic children are Mexicans and not all of the Latino children come from violent and alcoholic families. Taking the time and interest to know that there is a big difference between being a Hispanic from Mexico than a Hispanic from Colombia or Peru simple because every Hispanic-speaking country and people present their own features, history, geographic characteristics, learning approach, etc. A high-qualified teacher doesn’t try to paint every Hispanic child with the same brush.

At the end, someone’s success is not tied to his or her racial or cultural background, but to personal factors. Achieving is a matter of perseverance, effort, confidence, braveness, and determination. It is a burning desire to wake up every day and do better than the day before. Having high achievement is having the courage to challenge the stereotyped expectations people have placed upon you. It is saying, “I am not that untalented person than you think I am, and I will show you” Succeeding is a personal decision.

With Love,

Your Latina 3-time Valedictorian friend J

Claudia Soruco

Written by Claudia Soruco

Being a citizen of a diverse world means being part of a technological world where everybody is somewhat connected. And I say “somewhat” because there is still something call “language barrier” that prevents a full connection and communication among others. However, the appropriate use of technology can help us to address and minimize this problem. Technological tools, in fact, allow children to better learn a language, while in turn, allow them to be in tune with the new digital era. Only with good language and communication skills as well as a good use of electronic devices, this huge and diverse world can become a smaller and simpler one, a world easier to deal with.

It is not surprising that many of us wish that we could get the children’s attention like the iPad, cellphone, tablets, and computers do. But is not uncommon either that this desire comes with the concern of the actual benefits from having their children use these devices. For that reason let me show you 4 different strategies on how the use of technology can be very positive, particularly, in the process of acquiring and learning either first or second language based on current research.

1) “Multiple Exposure Through e-books”

A study found in the Journal of early childhood literacy, concluded that learning new vocabulary is more effective through the use of digital books instead of traditional ones. Why? Because of the images, audios, and translations available. Children can also learn new vocabulary better since they can listen over and over again to the stories contained in e-books.

Parents and teachers are encouraged to use diverse digital libraries available to them. Glenview Public Library, Tumble Book Library, and Story time Standouts are just some examples where they can find eBooks in different languages for preschoolers to fifth graders. These books are free of charge.

2) “Promoting Collaborative Writing Through Wikis and Chats”

This is especially beneficial to enhance the writing and grammar aspect of the language. Web 2.0 tools such as Wikis and Chats can be used both at school and home.

At school, for example, all together can create a story, where each member could have the responsibility to add a paragraph or sentence. Young children can contribute by drawing or spelling different words. Stories posted on wikis can add illustrations, photos, and even videos that can reinforce the learning language. At the end of the stories, teacher could add questions to promote discussion among learners such as “What do you think of the story?” “Do you agree with its ending?” “ Why or Why not?” “ Could you think of other similar stories?”

Children’s production can be shared with other children around the world, opening a space for conversations.

Parents could monitor and assist children with their homework posted on Wikis, they also can see their children’s progress, and check the calendar for future events and school activities. Wikis and chat could be an appropriate tool for promoting dialogue with children about what is happening in school and how children are doing. Instead of just asking every day “How was school today,” they could say “How was your Science project about rocks today?” based on the information parents obtain from Wikis and chats.

3) “Teaching with Video Games”

Incorporating video games into the curriculum may require a lot of planning. To facilitate this task, teachers can talk with the school librarian, other teachers, and with the children about what would be a useful and relevant age-appropriate video game. They need to plan how to wisely distribute the time between video games and physical play with other children. Since both activities aid children to expand their language, teachers should recognize when and for how long each of these games (electronic and non-electronic) need to be allowed and promoted. The same can be said for parents, when playing video games, it is important to limit their children’s time, and combined with other physical and social activities. The adult supervision and assistance would be necessary to ensure that children are getting benefits from the video game.

4) Supporting mobile-assisted language learning: Cellphones, I pads.”

There are many cost efficient apps that parents and teachers can get for their children to promote and foster their language development. Bilingual students could benefit from apps such as Intro to letters, sounds right, hello-hello English, adventures for kids, duolingo, menrise, and many others. These apps are available for iPhones, tablets, smartphones, and iPads, and they include many languages: Spanish, Chinese, Portuguese, Italian, French, etc.

Schools should contemplate the idea of incorporating these mobile devices into their classrooms, and allocate funds for their purchase. However, logistic and technical issues should be considered before its implementation. It includes: wireless access, maintenance costs, and infrastructure needed. In the case of preschool classrooms, these devices could be placed in the “listening centers”

Although technology offers benefits, the active role of the teacher and parents is still fundamental in the process of using these tools. Technological devices alone will not make a difference in children’s language learning and development. Planning, scaffolding, and supervision are always necessary.