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Description & A
timeline summary of Juan Martinez
Elementary schooling in Mexico, called Primeria, can be quite equivalent
to the American view of elementary school – with Parent/Open
House days, celebrations for national holidays, even performing school
plays in English to broaden cultural understanding and to practice
English speaking skills. (To learn more about school life in Mexico,
from the eyes of its children, visit this website http://www.inside-mexico.com/queonda1.htm)
However, school life for the children of migrant farm workers can
be quite difficult. A child can be in three to four schools in one
year’s time. Also, several weeks can be lost due to the time
needed to make each move.
Juan’s parents have always desired the best possible education
for their children, realizing that education is the key to financial
success and stability. Although Juan was not old enough to receive
formal public education in Mexico (he came to the U.S. when he was
three years old), he was read to by his grandmother and older brother
and sisters. Being of a lower economic level, the family owned very
few books; especially picture books for preschool age children. However,
Juan was read to on a regular basis from an anthology that the family
owned. His grandmother also read to the children from the family bible.
Both Juan’s parents and grandmother are literate, but on a middle
school grade level. He also could say his alphabet and count to 20.
All of this informal preschool education took place in the family’s
native language of Spanish.
In Mexico, the younger children were exposed to very little English,
only overhearing it spoken when they traveled to Mexico City. Juan’s
parents spoke only a few words of broken English, words such as hello,
good bye, I know farm work. Juan’s grandmother does not speak
any English. Juan’s older brother and sister received the most
exposure to English, although it was minimal. However, they still
did not speak it at home. Juan’s English language competence
prior to his family moving to the United States was nonexistent. He
rarely heard it spoken, especially compared to his older brother and
sisters, who heard it in school occasionally. However, as the timeline
shows, Juan caught on very quickly.
--For an analysis of migrant
youth, visit http://www.ericfacility.net/ericdigests/ed405158.html
--For a look at how the U.S. education system is trying to increase
educational opportunities for migrant school age children through
the use of technology, visit http://seamonkey.ed.asu.edu/~mciaac/emc598geold97/Spring97/10/migrant.html
A timeline summary of Juan
Martinez
Date of arrival: age – 3 years
old
Upon arrival, Juan did not have any BICS or CALP in his new language,
English. Not having any exposure to English in the home could be a
disadvantage to someone entering the United States. However, due to
Juan’s young age at their family’s time of arrival, he
was the perfect age to soon enter preschool. And due to the Headstart
program in their area, the family was afforded an educational opportunity
that they could not otherwise afford in Mexico.
3 months after arrival: age –
3 years and 3 months old
Having been in the U.S. such a small amount of time and due to the
young age of Juan, his CALP was still nonexistent. However, his BICS
was beginning to develop, seen through the use of English –
such as, “hello,” “bye-bye,” “I love
you” and the names of animals.
1 year after arrival: age – 4
years old
Juan was admitted into a pre-K for 4 year olds program at a local
private preschool, in cooperation with the Headstart program. His
exposure to American television and to his older brothers and sisters
going to American schools had greatly increased his casual use of
English. He knew his colors, numbers, shapes and alphabet in English.
He was very good at singing with popular animated television shows
and movies in English. He was able to understand his teachers in English
through concentration on his part and a little reinforcement of instructions
from them. However, he experienced a lengthy silent period as he adjusted
to preschool life. Although he understood instructions in the classroom,
he did not verbalize his CALP abilities. Even though, Juan’s
parents (especially his father) still moved around to follow agricultural
work, the children were now able to remain in one place with the grandmother
serving as guardian in the parents’ absences.
2 years after arrival: age –
5 years old
Upon entering Pre-K for 5 year olds, Juan emerged from his shell and
began to engage his teachers and classmates socially. Although his
grammar was still weak, he entered the phase of being able to verbalize
his understanding of his teachers’ instructions with minimal
effort. He became very chatty and imaginative, sometimes to the point
of speaking out of turn.
3 years after arrival (present): age
– 6 years old
Upon entering formal Kindergarten at a public school, Juan is comfortable
with academics. He tries hard and excels because he had the support
of his family, especially his parents. Although his speech is beginning
to approach that of other native speaking six year olds, Juan still
has not achieved the syntax of his classmates. He is currently in
a classroom where the teacher is not trained to work with ELL students.
He often still uses nouns and pronouns for the same word as one –
ex/ “the boy he plays,” or “the cat it sleeps.”
He writes very well and enjoys reading very much. His BICS and CALP
levels are leveling out, showing his grasp of the English language
in social as well as academic situations. The family now makes use
of the public library, reading books in English as well as in Spanish.
Although the rest of the family has embraced English as a second language
in their home, the grandmother has politely declined to formally learn
to speak English – even though she has learned to understand
it. She still reads to the children in Spanish. The family tries to
maintain their cultural identity by attending a bilingual church where
services are conducted in a mix of English and Spanish. Juan’s
early entry into the U.S. educational system, combined with his family’s
support of academic achievement, are currently showing Juan to be
a very intelligent student. His interest in science and math surpass
that of classmates his age. He also grasps new concepts quickly and
eagerly. |
