TALK BACK

NEA Today, Feb 2006

SAY WHAT?

Thirteen years ago, while teaching third grade, I learned that a new student, fresh from a Russian orphanage, would be entering my class. I tried to prepare the others, explaining that their new classmate didn't understand any English nor had he been exposed to many things they took for granted, like Crayons. I also contacted a friend who taught French and asked her to speak to my class-but only in French. It took just minutes for the students to turn to me and ask what she was saying. I told them I didn't know. The class then reminded me it was time for their spelling test (that was a first!) But, within a short time, a student got up and went to the world map, pointed to France and said our visitor's name, and then pointed to the United States and said his own name. That was when my 20 students began to realize what the new student would be going through, and what they needed to do to help him understand.

KATHRYN SARDELLA

Brockton, Massachusetts

I was pleased to read "Language Can't Be a Barrier," (cover story, January) regarding the need for support in teaching English to the many new Englishlanguage learners. I agree that role-playing can play a major part in teaching the language, and I suggest my colleagues try Aesop's Fables in their role-playing activities. The fables are of universal interest and short. They lend themselves to various voice interpretations and also require few props. The lines themselves are very much the sum and substance of role-playing.

JAMES R. MURRELL

Beaverton, Oregon

I'd like to praise you for your article on ELL students, but I'd also like to point out that I didn't see much of what middle and high school students face when they enter school here and are required to satisfy the same requirements as their "native" peers. In our county, we've tried to implement technology in our program. We were one of the first to introduce an online/ interactive ESL class that broadcasted to the three high schools in the county. I am the ESL teacher for two high schools, three middle schools, and one alternative school. Lots of work, but it's worthy.

CORICHI JIMENEZ GARRIDO

Kinston, North Carolina

We started out trying to identify what we taught: English as a second language, English for speakers of other languages. Now we identify those we teach: English-language learners. This is not an improvement. All students learn English, for all 12 years right up until graduation. I should know; it's the subject I taught for 34 years.

ROBERT S. PlNGREE

Concord, New Hampshire

In 1972, as a high school senior, I was allowed to tutor at the local elementary school, where I was assigned to teach a 10-year-old Japanese girl to read. She spoke no English and I spoke no Japanese. Our resounding success was more due to her amazing acuity and my good intent than to any special technique. The experience is likely what led me to become a teacher.

SANDY BURRIS

Oxnard, California

GIFTED EDUCATION

I hope more articles highlighting the needs of gifted children ("Beautiful Minds," January) will be printed in NEA Today. Having a gifted child who suffered too much through a school system without a gifted program, I thank you for at least broaching the subject. I'd like to hear more.

GARY WILSON

North East, Maryland

LUNCHING ALONE

The debate in the January issue ("Should teachers eat lunch with their students?") was potentially appetizing but left me with a bad aftertaste. While I agree no teacher should be forced to compromise their lunch breaks, I see nothing wrong with voluntarily spending lunch with my own kids. For me, it's an opportunity to have positive interaction with my students that helps me to connect to them.

This is no different than lunches that I had with clients back when I sold news advertisements. If a simple gesture can help my dealings with others, I am happy to make it.

JOHN L. MEEKS JR.

Jacksonville, Florida

I knew immediately that Ms. Townsend (who argued in favor of lunch with students) could not possibly be an elementary school teacher. I have been asked several times to eat lunch with my class at the beginning of each school year to help them "acclimate." This, of course, is in direct opposition to our duty-free lunch legislation, but we do it for a few days anyway. I am no longer "Mrs. Lawrence," but "Mommy," as in, "Please open this container, peel this banana," etc. There are much better opportunities to get to know students, such as recess.

LAURIE ANN LAWRENCE

Stockbridge, Georgia

HISTORY LESSONS

I very much enjoyed "Answering the Call: The History of the National Education Association," in January and am especially pleased to know it's only the first. I look forward to the coming articles.

TODD LEVY

Old Saybrook, Connecticut

HAPPY NEW YEAR!

Your diversity calendar (Resources) is great, but I was disappointed with the "Chinese New Year" in the January calendar.

I am a Vietnamese person who celebrates that day, and many additional countries celebrate this event as well. With that in mind, a lot of people use the term "Lunar New Year" instead. That way, children who are not Chinese but celebrate this New Year can feel connected and proud.