Just because it's Spanish

In preparing the literature review for this project, I finally came to understand why bilingual education (B.E.) programs were dismantled in California. The most compelling reason B.E. programs were removed from schools across our great nation was that it was considered un-American for U.S. students to learn in a language other than English. Even though Rossell (2002), one of B.E.'s biggest opponents, admits that B.E. programs are good for certain students, she and others like her cannot accept these programs simply because Spanish is the mode of instruction, and bi-literacy its goal.
Actually, I have sided with the opposition for the greater part of my teaching career too. In reality, I agree with the opposition in that perhaps B.E. was not made for everyone! They believe that "forcing" a child who speaks not a word in Spanish into a B.E. program is a big mistake. In this too, I agree. Students should never be forced into doing anything. I don't believe that all students were forced into B.E. programs in the past, but we were fed that story to stir the voting people's anger.
Eight years later, I now believe that B.E. programs can and should still be used to reach California's immigrant population. This year especially, I've seen the incredible pressure that my students have to endure during instruction. They simply do not understand me, or understand very little of what I am saying! To help my students build their in their language abilities, I've gathered bilingual short stories, poems, sayings and songs to help them identify with their Mexican heritage and build their English literacy skills.
Gary Soto's Spanish and his Baseball in April short stories, along with Sandra Cisneros' The House on Mango Street and other bilingual literature will definitely strike a chord with my students' experiences. For example, Cisneros' House on Mango Street,
"Now Uncle Nacho is coming in his car, and we have to hurry to get to Precious Blood Church quick because that's where the baptism party is, in the basement rented for today for dancing and tamales and everyone's kids running all over the place" (pg. 46-47)

this scene describes a scene that many students can relate to. Most Mondays, during our class meetings, students will describe a party they attended during the weekend that resembles a scene like the one described above. As I read the story, I could come up with a handful of memories with my family that included music, laughter and everyone's children running around. It reminded me of breakfast in honor of my sister's 47th birthday yesterday morning. It was only my mother, my brother Jose, Leonardo with his wife and two children (ages 2 & 3), Lourdes and her two children (teens), the birthday girl and her husband and 3-grown children and two grandchildren (ages 1 & 4), Juanita and her husband and daughter (pre-teen) and me. We took up three whole tables and made lots of noise during breakfast! My nephews were running around fighting over Spiderman toys, while the adults told stories about shopping trips and family members who were not there (the other half).

It was amazing that such a short story could remind me of so many family experiences. That is the kind of response I hope to get from my students next week when I begin the unit in my class. I expect that they will be inspired to remember their experiences and tell about them through their own words in writing projects that will take place. The greatest part of all this, however, will be that it will happen in two languages! Students will understand what is going on during the unit just because it will be in Spanish and English, of course!