By: Daniel Nardini
In a report published by Center for an Urban Future, the number of immigrants who moved to New York state increased to 181,000 from 2005 to 2009. Half that number resides in New York City. New York state, according to the Center’s report “Bad English,” has 4 million immigrants living in the state. At the same time, only 1.7 million of these immigrants are taking English classes funded by the state’s English for Speakers of Other Languages (ESOL) program. Yet, the program has one class per 25 non-English speaking immigrants. In other words, the number of classes for non-English speakers has increased while those immigrants taking these classes as decreased. Why? There are two basic reasons. First, the state is now requiring non-English speakers to take 10 extra hours of English a week. Also, funding for ESOL classes has actually been decreased. This means that such classes are not so available as before.
There is something I should explain. Having 10 extra hours a week for English classes is really a bad idea. We must remember that immigrants have to work and have to have a family life. And on top of that trying to make one’s way in this country is more than hard enough. Some will say, “well, won’t English classes help to provide information about how to live in America?” They will, to a limited extent. But requiring immigrants to learn more English compared to what they are learning now is not realistic. They are probably struggling with basic English as it is, and requiring them to learn more to acquire a certain level of what is “acceptable English” will actually force them to leave class. Worse, those leaving these classes might discourage other immigrants from attending. I know something about how this works personally. When I lived in Taiwan, I attended Mandarin Chinese classes. However, the curriculum tried to teach the language from the viewpoint of how a Chinese would learn it and what is “acceptable Chinese.” This made it hard for me, and after two years I quit the class. At that time I was working in a school, and the time I had to take to go to Mandarin classes just got to be too much. When it came down to it, I had to choose between work or class. It was obvious what choice I had to make.
One thing the State of New York can do is work with employers to try and encourage having English classes at the workplace. This would be far more efficient and help immigrants. One other just as equally important thing is for the state to cut down the hours required. Help immigrants with basic English reading and writing, and help them learn conversation. Encourage English where possible, but also let them use their native languages for things they do not understand and when they are on break. The important thing is to help those immigrants at work to be able to gradually adapt to life in this country. If English classes are combined with work or with things immigrants like to do (instead of having classes as a separate activity), it might help to increase the numbers of those wishing to take English classes and save the state some money. Immigrants are one of America’s greatest strengths and assets, but we must give them a chance to gradually become a part of this great country.
More English, Less Money for Help
By: Daniel Nardini
There is something I should explain. Having 10 extra hours a week for English classes is really a bad idea. We must remember that immigrants have to work and have to have a family life. And on top of that trying to make one’s way in this country is more than hard enough. Some will say, “well, won’t English classes help to provide information about how to live in America?” They will, to a limited extent. But requiring immigrants to learn more English compared to what they are learning now is not realistic. They are probably struggling with basic English as it is, and requiring them to learn more to acquire a certain level of what is “acceptable English” will actually force them to leave class. Worse, those leaving these classes might discourage other immigrants from attending. I know something about how this works personally. When I lived in Taiwan, I attended Mandarin Chinese classes. However, the curriculum tried to teach the language from the viewpoint of how a Chinese would learn it and what is “acceptable Chinese.” This made it hard for me, and after two years I quit the class. At that time I was working in a school, and the time I had to take to go to Mandarin classes just got to be too much. When it came down to it, I had to choose between work or class. It was obvious what choice I had to make.
One thing the State of New York can do is work with employers to try and encourage having English classes at the workplace. This would be far more efficient and help immigrants. One other just as equally important thing is for the state to cut down the hours required. Help immigrants with basic English reading and writing, and help them learn conversation. Encourage English where possible, but also let them use their native languages for things they do not understand and when they are on break. The important thing is to help those immigrants at work to be able to gradually adapt to life in this country. If English classes are combined with work or with things immigrants like to do (instead of having classes as a separate activity), it might help to increase the numbers of those wishing to take English classes and save the state some money. Immigrants are one of America’s greatest strengths and assets, but we must give them a chance to gradually become a part of this great country.