136. At my school, Spanish I, II, and III includes learning to READ, WRITE, as well as speak Spanish. In my experience with English only students, we cannot assume because they speak English that they can also read and write English. As you know our literacy rates are not good. So why would it not be appropriate for an ESL student to enroll in Spanish?
It is not only appropriate, but should be recommended to ALL students, including Hispanic students, to enroll in Spanish. However, just like an English-ONLY speaker would find ESL 1, or ESL 2, too simple because (s)he is a fully fluent English speaker --although (s)he may be a poor English reader and/or speller, a Spanish speaker would find Spanish 1, or Spanish 2, too simple because (s)he is a fully fluent Spanish speaker --although (s)he may be a poor Spanish reader and/or speller.
So, the key question is: At which level should Spanish-speakers enroll? I would NEVER recommend a fully fluent Spanish-speaking student to enroll in Spanish 1 or Spanish 2 just to learn to read and/or write Spanish. I would NEVER recommend a fully fluent English-speaking students to enroll in English-As-A-Second Language 1 or 2 class just to learn to read and/or write English. However, I would very strongly urge ALL Spanish-speaking students to enroll in Spanish 3 and Spanish 4 where they can develop or improve their reading and writing skills and continue to develop vocabulary and continue to perfect their Spanish-speaking skills as well as learn grammar.
For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:
1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading
Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for Paraprofessionals: Number 3.
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)
Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.
For information and credentials please click on the link below or contact directly:
CARMEN SANCHEZ SADEK, Ph.D.
Educational Consultant, Program Evaluator
National Board for Professional Teaching Standards, Certification (12/2006)
3113 Malcolm Avenue, Los Angeles, California 90034-3406
Phone and Fax: (310) 474-5605