Reform requires time

By Roland G. Tharp

"Sheltered English immersion," a proposed alternative to bilingual education, would not improve school achievement, learning English or simple frustration; it would make things worse.

We Americans would not accept one mandated brand of toothpaste, much less one method for students who enter U.S. schools at all ages and with different experiences, language proficiencies and literacy levels. Diverse students need diverse programs, including those that use first (home) languages.

Actually, there is no defined approach called "sheltered English immersion" ready at hand for teachers. Declaring a classroom "sheltered" makes no more difference to student success than any other label. While many approaches are appropriate for certain students, none is a panacea. Research evidence is clear: The best programs depend on the needs and strengths of local communities, student populations and available resources.

What makes a difference to student learning is the actual teaching process. Learning English, mathematics or science requires well-prepared teachers who work together with students in discovery processes; who develop language through dialogue; who make school meaningful by connecting instruction to students' knowledge and everyday experience; and who use students' first language flexibly to help them learn English.

These methods are not in widespread use - in English-only or in bilingual classrooms. Why is this? What can be done? When school rushed to comply with court directives to provide bilingual instruction, they had to chart a course with the maps and crew at hand. Some went in circles, but others found a clear route to success. Should we ban them all, including the successful? Or should we learn from experience? The national educational establishment does not turn sharply in a day - but by proclamation. Reform requires time and resolution.

Universities, teacher organizations and government initiatives must prioritize the development of school leaders and teachers to build and teach in classrooms flexible enough to serve out enormous diversity of children. We know how to design those programs. Now we must recruit, retain and assist our nation's teachers to deliver the goods. In the meantime, the best approach is variety, flexibility and local choice.

Roland G. Tharp is director of the Center for Research on Education, Diversity & Excellence at the University of California, Santa Cruz.

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