Back to school with an open mind and two languages

School is back in session, and Hugo Rubio Jr. was excited to start

his first class at Adams Elementary School. Although he is only 5

years old and weighs 45 pounds, he carries two relatively different,

yet compatible, worlds on his back. He brings a unique challenge to

both teachers and administrators at his school.

Based on standardized tests, Hugo doesn’t fit within the so-called

“gifted child” category, though he’s smart enough to speak two

languages -- Spanish and English.

His small world at home, like that of many other Latino children,

is out of the ordinary. He talks to his older sister Stephanie in

English and then turns around and carries on the same conversation

with his parents in Spanish. This way of switching from one language

to the other is known as “Spanglish,” and it has become an inherent

feature of Americans with Latino backgrounds.

Hugo’s father told me he allows him to watch television for a few

hours a week. He loves PBS and watches KOCE-TV, though his favorite

action heroes are o7el hombre aranaf7 (Spider-Man) and Batman. I

saw figures of both characters on his pillowcases.

In many ways, he has been able to speak English thanks to his

older sister, his little friends, his father -- who speaks both

languages fluently -- and television. Whether we like it or not,

television plays an important role in Hugo’s -- and most American

kids’ -- developmental process. I’m not going to discuss the effects

of it in today’s column, but I’m sure there will be a time for that.

Unlike other Latino kids, Hugo prefers playing baseball to soccer.

I thought it was an interesting ingredient in Hugo’s life. Baseball

clearly conveys the idea of American individualism. It is a poignant

reminder that no matter how close people such as Hugo are to their

family’s backgrounds, the American culture will seep through to

become a major factor in their lives.

In short, little Hugo embodies the American and Mexican cultures.

He sets different standards for school education and provides a major

challenge to his teachers. Does his school have the mechanisms to

meet the needs of Hugo and other Latino kids? Candace A. Cloud,

principal at Adams Elementary School, says yes.

When Hugo arrived there for the first time, Cloud, the staff and

the teachers had already arranged a suitable educational environment

for him.

“Speaking Spanish isn’t a requirement, but most kindergarten

teachers have a decent understanding of this language,” Cloud told

me. This skill is used to communicate with parents, not in class.

As Susanna Lambaren, a staff member in the front office pointed

out, “Almost every new student has a good grasp of English.” I was

impressed when I saw Hugo’s teacher, Amber Barrett, talking to Hugo’s

mom in Spanish.

Teachers at Adams have a special training program to get ready for

students like Hugo. This program seeks answers to critical issues

beyond the school boundaries, such as the students’ own

neighborhoods. Cloud said she would like Latino parents to get more

involved in the educational process of their children. “Don’t be

afraid to talk to us,” she said.

A state grant for a reading-first program allows teachers to focus

on students with language deficiencies. It usually helps minority

students. Many aren’t as fluent as their white peers.

Last month, the state released its annual school test scores, the

Academic Performance Index. Adams Elementary School’s performance

improved by seven points relative to last year’s, but it hasn’t

reached the state standards. Cloud understands the importance of

these exams and knows there is a major challenge lying ahead not only

to improve but also to beat the mandated scores.

However, she also believes that these standardized exams aren’t

everything. “They don’t measure some strengths [of minority

students],” she said.

I think I know what she is talking about, and little Hugo is a

good example.

To begin with, I have always questioned the viability of bilingual

education. Not because it isn’t an infective way to educate Latino

children, but rather because we don’t have enough human resources --

particularly adequate teachers -- available in the state to carry out

such ambitious goals. Also, after graduation from college,

competition in the real world is determined on how well individuals

perform in the English language.

Nonetheless, speaking another language does help someone to get

ahead in the labor market. This is true especially in California,

where many businesses are now targeting Latinos. The Academic

Performance Index falls short in measuring some aspects of minority

children.

Just remember, little Hugo wouldn’t have any problems talking to

President Bush in the White House or President Vicente Fox in Los

Pinos, Mexico.

* HUMBERTO CASPA is a Costa Mesa resident and bilingual writer. He

can be reached by e-mail at [email protected].