European Stars And Stripes (Newspaper) - December 9, 1986, Darmstadt, Hesse                                Transitional bilingual education today s crossword by Larry hotter new Forte. Times n a fourth floor classroom at Martin Luther King High school in Manhattan i students Al recent immigrants 1o the United Stales were Ana typing Emily Dickinson s poem a word. Though the students coma from countries As far King at Cambodia. Haiti. Afghanistan mad. Uruguay and Yemen no language Lher than English was spoken my anytime. Three flows below Frida Rodriguez was teaching 22 students irom the dominican Republic some of whom had been in the country is Little As three weeks How to use no and  she drilled them in English but they used Spanish to talk among themselves and even to ask her questions which she then answered in English claims like these in new York City s Public schools teach children whose native language is not English. Twelve years after a court mandated bilingual education Lor such students strikingly different approaches Are being used. In one English is Tho Only language spoken in the classroom in others the instruction is partly in English and partly in native language in varying degrees. While Many actions dispute which approach is Best the non English speaking enrolment of students grows larger and More diverse each year. The most recent figures show that in the 1984-85 school year 113,831 students More than 10 percent of the total enrolment were deemed to have limited English proficiency that qualified them for bilingual education. Seventy percent of All such Lep students As they Are called say Spanish is their principal language but the Board of education has found children with native languages ranging from albanian to urdu. Mom town 40 percent of All pupils entering a Day wndnj�1n now come irom Homes in which a language other than English is spoken. The numbers Are unprecedented and it does not appear that they Are going to tote " schools Chancellor Nathan que Knees said in an interview. Pecan  flow into our schools from anyplace to the work where there is pc Cal or economic  but in a school system that last year used3,639 teachers and spent 1675 minion for bilingual education neither teachers administrators nor Parent and advocacy groups have been Able to agree on what is the most appropriate Way to teach English to these children. What they do agree on is that bilingual education has from the Start been As much a political Issue As a pedagogical one in the words of Ronald Jones the United federation of teachers special representative for educational programs. There is no debate Over what the goal of bilingual education should be to make students competent in English. You would be foolish not to team English h you want 10 function affectively in this  said Linda stores president of the puerto rican Legal defense and education fund. Officially Quonones said the Board of Edu Calton is committed to a transitional bilingual education program. Students Are taught in their native language but Are moved to mainstream classes with English speaking students As soon As they Are deemed proficient. But the Chancellor acknowledged that individual schools often strayed from thai guideline. The teaching of values United press International a americans could learn something about the leaching of values in Public schools by looking at How it s done i Japan and even the soviet Union. In president of the National Council of social studies Ness believes. We can learn something about moral or value education from a comparison with cultures at other countries such As Japan and Russia Paul Shires a High school history teacher from Milwaukee said in an interview during opening sessions of the Ness s 66th annual meeting in new York. The Council s 24,700 members Leach history economics civics sociology social studies and psychology in High schools and colleges. Shires who has taught world history for 28 years said a values Agenda would include such traits As honesty kindness non exploitative behaviour selflessness or altruism being responsible wanting hard and much More. Shim Les med bout the japanese Way of values development last summer when leading a delegation of social studies teachers on a tour of the country at the invitation of Japan s Keidan Ren the japanese equivalent of the american National association of  he said he saw the soviet method of teaching values during a visit there 11 years ago. He also studied systems used in India and Poland Over the years. In the soviet Union. Shires said he found that almost All the Virtues listed As soviet educational objectives Are the same As in the United states and Are undoubtedly derived from the same ethical sources. They include truthfulness honesty kindness selflessness  responsibility and so Forth. However the soviets do emphasize collectivism and sell criticism More than we would he said. Young 2-year-Olds in soviet Nursery schools Are taught to share mine is ours and ours is mine and 3-year-Olds Are taught to share in work tasks such As setting  in Japan Shires said he saw an actual curriculum and a hidden one values development enhanced in the family and in the nation through a sense of National Unity that makes it unpatriotic to do anything bad. In Japan i observed How polite and enthusiastic the pupils were How Wall behaved How they Sang the elementary school song with gusto after Only one year in a new school and How the society seemed to have a minimum of social problems he said. Graciousness has become a Universal  Shires said japanese mothers Are in the Homes and encourage children to do such things As study practice their music lessens end the mothers otherwise nurture by word and example development of desirable traits. Another reinforcement of values comes from the according to Shires to such a culture he noted exemplary behaviour is approved and that which is nol such As vandalism is despised. 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