While discussing our presentation the other day in class, my group for the solving literacy problems project (Kristie, Ted, and I) talked about something really interesting: taking the citizenship test in another country. First, let me give you some background on how our conversation ended up there…
We are all writing about the issues English language learners (ELLs) face when learning the English language and what can be done to help them. We discussed younger ELLs still in the school systems and why it is so difficult to learn both social and academic English. Not enough support. Not only do a lot of school districts not allow ELLs to remain in specialized programs past a year (it is proven they usually need those programs for four to seven years to fully catch up to their peers), their parents may not speak English either. Who is helping them at home? And for that matter, who is helping their parents? We wanted our presentation to reflect this discussion. I won’t divulge the information now, but we want everyone else to consider this issue the way we are.
Back to my first thought, what would happen if we had to take the citizenship test in another country? We would need to learn the specifics of the government and history of that country, and we would need to know enough language to complete the test in the native language of that country. How long would each of us need to prepare for such a test? I suppose that depends on the difficulty of the language and how well each of us pick up on languages in general, but none of us would be ready immediately. It’s a difficult task! Some of the people in our class couldn’t even pass the United States’ citizenship test!
It’s also important to consider that a lot of the adult ELLs trying to obtain citizenship have to work so much to earn money for their families that they don’t have time to learn enough English to take the citizenship test. Without citizenship and the rights they get from citizenship they cannot earn more money (whether they are legal aliens or not)…so they have to work more…so they take longer to learn English…see where I’m going with this? I’m not saying I have a solution, I’m just saying it’s an unfortunate situation. A lot of the young ELL students take longer to learn too because their parents don’t speak English. The only support they get is during the school day. They aren’t getting help from anyone at home because their parents truly can’t help them. It’s just an interesting cycle to consider. We haven’t figured out the best way to solve this literacy issue yet, but maybe the rest of you guys have some thoughts on the subject.
I don’t think there is a solution, or at least not a practical system that could be put in place to provide for young learners in these particular circumstances.
The citizenship process itself is very expensive, and subsistence as a family costs a considerable amount, so I don’t think there is a way for the parents to not work or work less to take the time to support their child’s learning, and I doubt the government would set up a program or stipend system to make the transitional period between establishing a life in a country and becoming a citizen easier since these people aren’t citizens.
Unfortunately, families who emigrate to the U.S. aren’t always seen as welcome additions to the citizenry, but burdens on the social welfare system and school resources.
I went to Baldwin High School in the South Hills and during the time I was a student, there was a large influx of students coming from the Sudan and Nepal, many of whom spoke little to no English. One of the English teachers created a set of programs for these students that took place during lunch periods, in the morning before classes started, and after school for the students to practice the English skills they were learning in their ESL classes with native English speaking volunteers. Basically, we would have conversations with these students.
It was a highly beneficial program–not only did the students learn English more quickly, they made friends with students outside of their own groups, which helped them adjust to the school and local community much better.
This was an exceptional case, though. That teacher wanted to help the situation, and the school had the resources to support the initiative. At the local libraries in Baldwin and Whitehall they have learning programs for these students as well, and the community overall supports their presence here. That’s not always the case and it’s difficult to choose or control environments this way so that everyone who comes here ends up in a place that can and will support their learning.