Los Angeles Times
Friday, October 9, 1998
Prop. 227 Delays Reading Lessons in English in L.A.
By RICHARD LEE COLVIN, Times Education Writer
In their 19th day in school this week, Mary Anne Luskin's second-graders
practiced printing the letter G and chanted the names of the week and the
days of the month.
The 6- and 7-year-olds at Bertrand Street
School in Reseda talked--first in Spanish, then in English--about friendship.
And they drew a portrait of their classmate and beneath it copied other
words off the board: "That's my friend."
What they did not do was read.
In a seemingly perverse consequence of Proposition
227--the anti-bilingual education measure approved by voters in June--the
Los Angeles Unified School District has virtually banned formal reading
lessons for perhaps as many as 100,000 children who are not native English
Voters may have thought that Proposition
227 would force schools to teach students to read in English, but that
isn't the case--at least not in Los Angeles, which has more non-English
speaking children than any other district in the country.
Part of the reason is that many schools have
not yet received books printed in English. But a bigger reason is that
the district's policy for implementing Proposition 227 deliberately delays
formal reading instruction until children become fluent in spoken English--a
process that could take two or more years.
Proposition 227 prevents the district from
teaching children to read in their native language, school officials point
out. At the same time, the officials argue, the district should not teach
children to read in English using phonics lessons because it does little
good to teach children to read words they don't yet understand.
Delaying formal reading instruction runs
counter to state policies regarding academic standards, textbook purchases
and teacher training--all of which stress the importance of formal lessons
in letters and their sounds, beginning in kindergarten or even in preschool.
The district's plans also have drawn protests
from some teachers, who say that delaying phonics lessons and other formal
reading instruction will harm their students.
District Supt. Ruben Zacarias, who is a strong
supporter of phonics instruction, said delaying formal reading instruction
"While a kid's learning English we also
can be teaching the child the English sound system, sight words, consonants
and even phonics drills," he said.
"There's absolutely no question where
I'm coming from," he said.
That message, however, appears to be in conflict with the guidance the
district is giving teachers. One memorandum for teachers and principals
explicitly states that "formal language arts instruction" should
be given "when students demonstrate readiness" on the basis of
their fluency in English.
The effective policy has even spawned a new
term--"oracy"--referring to "oral literacy."
"You don't teach a baby to read before
they have learned how to talk, and the same natural development of language
has to occur" with students who don't speak English, said Toni Marsnik,
who is in charge of designing the district's response to Proposition 227.
Orange County school districts do not use
Los Angeles' approach, but administrators in the county said they are aware
of it. In fact, regulations born out of Proposition 227 provided schools
with several options on how to teach non-English-speaking students, and
the approach LAUSD is using--called "sequential" instruction--was
one of them.
"There's foundation to that approach,"
said Pat Puleo, Fullerton School District's director of instruction. "If
children don't have English-language skills to hook onto, then anything
they read doesn't stick."
Santa Ana Unified officials considered using
the sequential approach, but school board members struck it down, arguing
that it is not a proven method.
Research on the issue of how children best learn to read in a second language
seems to be in conflict.
But Ron Unz, the author of Proposition 227,
angrily countered that the district's policy amounted to "blackmail"
because it would force parents to keep their children in bilingual classes,
rather than English immersion, in order to have them learn to read.
"I think that's absolutely outrageous,"
Unz said of the district's conduct.
Diane Solomon, a kindergarten teacher at
Ramona Elementary School in Hollywood, said she has been told that children
should only hear English spoken and not even see it written.
"They told us we should concentrate
on oral language and not even show them the written language,' Solomon
"If they're going to compete with children
across the United States who are English speakers, they need to be given
those skills in English immediately," said Solomon, who has taught
kindergarten for 17 years.
Marion Joseph, a member of the California
Board of Education who is largely responsible for shaping the state's emphasis
on phonics, said focusing on oral language is critical.
"You do everything possible to fill
them in a systematic way with vocabulary and understanding," she said.
"But you have to also get these kids ready, poised, to begin the reading
process. The point is you do it simultaneously."
Joseph points to extensive research that
shows that even children who are learning a second language can benefit
from phonics--enabling them to close the gap with native speakers.
"The more skills a child has early on,
the easier it becomes for them," said Penny Chiappe, a researcher
at the University of Britsh Columbia.
"The direct instruction in phonics is
really the tool that will help them break into print," she said.
A survey of numerous studies of learning
to read in a second language, conducted at the University of North Carolina,
found that children learn best using virtually the same methods--regardless
of whether they are learning in their native language or a second tongue.
But Catherine E. Snow, a professor at the
Harvard Graduate School of Education, said the Los Angeles district's emphasis
on oral language development seems to make sense--particularly for children
who come to school not having been read to extensively in either Spanish
"Assuming it's well implemented, the
time spent learning English is time that will be recuperated," she
said. "Instruction in English will avoid lots of frustration for kids."
District officials say their approach is
based on something called "language experience."
Proposition 227 has had a profound effect
on Luskin, an experienced bilingual teacher. Her classroom falls into what
Los Angeles Unified refers to as "Model B," which means that
she can use some Spanish to help her children understand the lessons.
A traditionalist in some ways, Luskin is
a stickler for proper printing. So she walks table to table, showing kids
the proper way to hold a pencil and the order in which to make the parts
of the letter G.
But she does not emphasize phonics or sounding
Instead, when she introduces a book, such
as a classic of children's literature, "Goodnight Moon," she
focuses on what the words mean.
So, recently, she first read the book in
Spanish and wrote the most important words on a large sheet of paper--drawing
lines and circles to show how they related to the story line.
Switching to an English-language version
of the book, she told a simplified version of it while pointing to the
pictures. After reading the book--again pointing to the pictures--she once
again wrote down key phrases, this time in English. In the days following,
she had the children "echo read"--which means reading a phrase
and having the children repeat it--numerous times.
Next, she had her students paraphrase the
book in English. She wrote down their words, which the children used as
inspiration for a drawing.
After all of that, when she listened to them
read individually, seven of the 20 were able to read the simple three sentences
that they had come up with to summarize the story. Three could not read
it all. And the rest could read it with difficulty.
"I'd say that's pretty good, I was very
pleased," Luskin said.
But she said she was not sure whether the
children had memorized the words from the repetition or whether they would
be able to read them if encountered in a different story.
Luskin said she recognized that there is
a price to be paid for the district's approach. "What we're sacrificing
is they are going to learn to read a little later," she said. "But
they will do better in the long run."
Marsnik and other district officials also
have some qualms.
"We really don't know if children will
succeed or not," she said. "There's a lot of research evidence
to show that they will not do better and will do worse."