[ti:Breaking the Language Barrier for Immigrant Parents]
[by:www.21voa.com]
[00:00.00]更多听力请访问21VOA.COM
[00:00.04]As the number of English learners
[00:02.24]in American schools continues to rise,
[00:05.44]it is not just students that are going to need more help.
[00:10.40]Parents and families that do not speak English
[00:13.52]also need support, say school officials.
[00:18.24]Parents need to feel like they can be actively involved
[00:21.72]in their child's schooling, regardless of any language barriers.
[00:27.68]And it is "on us as a district
[00:30.12]to create that space" for families to be involved,
[00:33.36]said Leonor Vargas.
[00:35.96]She is an administrator
[00:38.04]with the Austin Independent School District in Texas,
[00:41.80]where almost 30 percent of the student population
[00:45.60]are English learners.
[00:48.56]She and Principal Janet Huger-Johnson
[00:52.08]of the East New York Elementary School of Excellence
[00:55.52]shared their experiences last week in an online discussion
[01:00.12]with the news organization EducationWeek.
[01:04.84]It is important for parents and families
[01:07.60]to be able to communicate in their desired language.
[01:10.96]Johnson said her school, for example, uses a phone app
[01:15.64]that permits teachers and administrators
[01:18.48]to send messages in English
[01:20.68]that will translate to the parent's language.
[01:23.72]And when the parent responds,
[01:26.28]the message is translated back into English.
[01:30.16]She added that sometimes the school will need
[01:33.04]to hire people in the community to help with translation.
[01:37.96]Beyond language barriers, parents and family members
[01:42.44]should feel like they are part of the school community,
[01:46.12]the officials said.
[01:49.20]That means getting to know every family through online
[01:53.16]or in-person meetings and creating space
[01:57.88]for parents from similar backgrounds
[02:00.32]to communicate with each other about their concerns.
[02:05.36]Vargas said just asking parents simple questions
[02:09.32]like what their child's dreams are,
[02:12.32]or what their child is good at, will quickly start a conversation.
[02:18.76]"They have to believe that the educational system
[02:22.48]does not stop at the school's door," Johnson said.
[02:27.44]"They have to believe
[02:29.04]that it's no different than where they came from."
[02:33.16]Understanding cultural differences is also important.
[02:37.32]Vargas shared a story from her district
[02:40.60]where some Afghan students
[02:42.96]were not eating food provided by the school.
[02:46.96]After speaking with the families,
[02:49.48]the teachers found the students were not eating
[02:52.40]because they were unfamiliar with the food.
[02:56.08]So, Vargas and other school teachers
[02:59.32]will soon hold an event where families can taste the food
[03:03.88]and know what their children are eating.
[03:07.68]Schools will also start sending home translated menus.
[03:13.12]Schools can "find value in education
[03:16.16]through their culture," Johnson said.
[03:20.00]Parents that do not speak English
[03:22.40]need to feel that they are equal
[03:24.96]to any other parent in the school community, they said.
[03:30.24]And if schools do not offer support to families,
[03:34.72]the results can cause problems.
[03:38.40]A recent investigation by The Associated Press
[03:42.48]found that schools in the city of Philadelphia
[03:46.44]often provide little support to immigrant parents.
[03:51.36]Some parents said the school system
[03:53.64]offered poor translation services.
[03:57.36]Mandy is a parent in Philadelphia who speaks Mandarin.
[04:02.24]Her child has special needs.
[04:05.20]She told the AP that during one meeting,
[04:08.92]a telephone translator said she did not know anything
[04:12.72]about special education and refused to translate.
[04:17.60]Recently, she had to bring a friend to the school
[04:20.64]to translate during a school meeting.
[04:23.96]"It feels like immigrant parents are deliberately excluded
[04:27.68]and pushed to the margins," Mandy said.
[04:31.96]Students in English education programs
[04:34.88]are a large and growing population in American schools.
[04:39.64]The U.S. Department of Education
[04:41.96]says that the number of English learners
[04:44.56]increased by more than 1 million from 2000 to 2020.
[04:50.00]Forty-three states saw increases in English learners over that time.
[04:56.12]And U.S. Census data showed that the number of
[04:59.92]people who speak languages other than English at home
[05:03.44]increased by more than 8 million over the last 10 years.
[05:09.04]Almost 22 percent of American households
[05:12.72]speak a foreign language at home.
[05:16.00]The Department of Education Office of Civil Rights
[05:19.48]requires schools to provide translation services
[05:23.40]to families in whatever language they speak.
[05:27.48]Schools must not use other students to translate
[05:31.28]or use other untrained workers.
[05:35.36]In Philadelphia, however, the AP found
[05:38.68]that schools often use students for translation.
[05:43.32]Olivia Ponce, another parent in Philadelphia,
[05:47.56]also had problems with language.
[05:50.80]She tried to talk to a school official
[05:53.52]when her daughter was being bullied at school.
[05:55.80]The school's translator was not available,
[05:59.16]so the official had another Spanish-speaking student translate.
[06:04.08]The student did not translate well,
[06:06.36]and the discussion went poorly.
[06:08.88]Ponce kept her daughter home for a week.
[06:13.40]"I didn't know we had rights and that they couldn't
[06:16.60]take students out of class to help translate for us...
[06:19.96]They never told us this," Ponce told the AP.
[06:25.04]"What I want is for parents to know
[06:27.72]that when their children start an education,
[06:30.44]they have a right to be a part of it."
[06:34.40]I'm Dan Novak.
[06:36.44]And I'm Jill Robbins. 更多听力请访问21VOA.COM
END OF TRACK. "END OF TRACK." The two men bowed. "Whoever was that person you were talking to?" she enquired, as soon as they stood together. The took of triumph faded from her eyes, she had grown worn and weary. The roses were wilting on the walls, the lights were mostly down now. Hetty, looking in to see if anything was wanted, found herself driven away almost fiercely. I only saw Master Jervie once when he called at tea time, The year 1747 was opened by measures of restriction. The House of Lords, offended at the publication of the proceedings of the trial of Lord Lovat, summoned the parties to their bar, committed them to prison, and refused to liberate them till they had pledged themselves not to repeat the offence, and had paid very heavy fees. The consequence of this was that the transactions of the Peers were almost entirely suppressed for nearly thirty years from this time, and we draw our knowledge of them chiefly from notes taken by Horace Walpole and Lord Chancellor Hardwicke. What is still more remarkable, the reports of the House of Commons, being taken by stealth, and on the merest sufferance, are of the most meagre kind, sometimes altogether wanting, and the speeches are given uniformly under fictitious names; for to have attributed to Pitt or Pelham their[112] speeches by name would have brought down on the printers the summary vengeance of the House. Many of the members complained bitterly of this breach of the privileges of Parliament, and of "being put into print by low fellows"; but Pelham had the sense to tolerate them, saying, "Let them alone; they make better speeches for us than we can make for ourselves." Altogether, the House of Commons exhibited the most deplorable aspect that can be conceived. The Ministry had pursued Walpole's system of buying up opponents by place, or pension, or secret service money, till there was no life left in the House. Ministers passed their measures without troubling themselves to say much in their behalf; and the opposition dwindled to Sir John Hinde Cotton, now dismissed from office, and a feeble remnant of Jacobites raised but miserable resistance. In vain the Prince of Wales and the secret instigations of Bolingbroke and Doddington stimulated the spirit of discontent; both Houses had degenerated into most silent and insignificant arenas of very commonplace business. "It certainly will be. Miss Widgeon," answered Maria, with strictly "company manners." "One who has never had a brother exposed to the constant dangers of army life can hardly understand how glad we all feel to have Si snatched from the very jaws of death and brung back to us." "Just plug at 'em as you would at a crow, and then go on your way whistlin'?" persisted Harry. "Hurroo!" echoed Hennessey; "that's the ticket." "Come forward, keeper," continued the baron, "and state how these arrows came into your hands!" "Yes." HoMEJULIA京香2018下载
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