Nuestros Amigos, by Stephanie Sheriff

A dual language program in a New York public school is making great strides – and great friends – for Spanish- and English-speaking students

With immigrants arriving in our communities and bringing with them their rich cultures and languages, our country is becoming more diverse each day. Historically, teachers have instructed their students about major holidays and traditions of different ethnic groups. Upon entering middle school, kids gain slightly more exposure to different cultures and languages through 45 minutes of second language instruction two or three days a week.

A sound solution.
At PS/MS 43, a preK to grade 8 school in Far Rockaway, NY, a recent population growth in Spanish-speaking students inspired us to find innovative ways to teach our increasingly diverse student body. Sixty percent of our students are African American and speak only English. We felt that learning Spanish as a second language would provide an invaluable opportunity for this group as well. Recognizing that a vast wealth of knowledge was being lost from our Spanish speakers and that our English-speaking African American students should be better prepared for an ever-expanding global society, the PS/MS 43 community began looking for a sound educational solution to this dilemma.

New options.
The staff began researching options available for teaching bilingual students. We knew that traditional bilingual programs start out teaching in the students' native language and gradually transition to teaching in English. We found that students who came to our school speaking other languages became proficient in English and many of them gradually lost their native tongue. This subtractive form of education was not an acceptable method of instruction for us.

Getting started.
Our investigation into bilingual education ended with our commitment to a dual language program, "Nuestros Amigos." This program's goal is for our African American and Hispanic students to develop proficiency in both English and Spanish as prescribed in New York State and City English Language Arts and Native Language Arts Curriculum and Standards. To help students reach these goals, starting in kindergarten they are immersed equally in both languages in all curriculum areas. The program follows the 50:50 Roller Coaster Model. Students spend half of each day learning in English and half of each day learning in Spanish. Two teachers provide instruction in two languages, one only in English and one only in Spanish. The students are linguistically mixed for all instruction.

A and B.
We have two dual language classes in each grade (K-2). Each class contains 50% native English speakers and 50% native Spanish speakers. One class, "Class A," spends the morning learning in English and the afternoon learning in Spanish. The next day, "Class A" spends the morning learning in Spanish and the afternoon learning in English. The second class, "Class B," has the opposite schedule. The schedule continues to alternate so that by the end of two weeks students will have received five mornings and five afternoons instruction in English and five mornings and five afternoons instruction in Spanish. Utilizing this model ensures that both languages are given equal status.

Everybody switch!
The Spanish and English languages are given equal status and they're also kept strictly separated. Each grade has two separate classrooms, one for English instruction and one for Spanish instruction. Halfway through each day, students not only switch their language of instruction, but they also change classrooms. This separation helps students to differentiate between the languages. The Spanish classroom contains an abundance of educational materials in Spanish, including authentic Hispanic literature by authors from a variety of countries. Student work, textbooks, signs, labels and instruction are in Spanish. The English classroom mirrors the Spanish classroom in that it contains the same abundance of literature, educational materials and instruction, but in English.

Next lesson.
The instruction that dual language students receive is the same academically rigorous curriculum that students in our traditional classes receive. Not only are the languages being taught but literacy, math, science and social studies are taught in both languages as well. Teachers infuse English as a Second Language (ESL) strategies and methodologies (pictures, real objects, gesturing and charts) to enhance instruction. Lessons are not repeated but rather each lesson builds upon the previous lesson. Day one, lesson one is in English The next day's lesson is the sequential lesson but is conducted in Spanish.

Lots of support.
In addition to a top-notch academic program for students, other areas vital for a successful program include strong support from the administration, highly qualified teachers, excellent professional development and a strong partnership with parents. The principal at PS/MS 43, John Quattrocchi, is very supportive of this initiative. He provides for flexibility in scheduling, encourages and allows teachers to attend important professional development conferences and workshops and ensures the hiring of qualified and appropriately certified bilingual and monolingual teachers.

Reaching out to parents.
We've also worked hard to ensure that our dual language program encourages active parent participation. Monthly workshops – on a variety of topics – are held for parents during both school and evening hours. ESL classes are offered to Spanish-speaking parents and Spanish as a Second Language classes are available on Saturdays to English-speaking parents. Parents also receive a weekly letter detailing class events. In addition, all of the letters that go home are translated into both languages, as are vocabulary and spelling words that parents need in order to help their child complete his or her homework.

Our dual language program at PS/MS 43 represents one of the most promising teaching initiatives available. Students are succeeding and exceeding academic expectations. We know they are gaining the skills necessary to achieve in our global society.

Stephanie Sheriff is the Dual Language Coordinator at PS/MS 43 in New York City.