This September Enzo started in the pre-nursery school classroom. I was very excited when I got the supply list and I saw that Enzo would be having “homework” — until I got the first worksheets and I sat down to do them with him. The worksheet had a big picture of an apple: A is for Apple. Well… hhhmmmm. OK. So I went ahead and did the worksheets the best way I knew how, I just translated the sheets as I went along. “Mira mi amor. Una manzana. Pintemos la manzana.” (Look, it’s an apple, let’s color the apple.)

Talking to another parent, I realized that I won’t be able to do “Spanish only” 100 percent of the time because this is just the beginning. I am going to have to help Enzo with his homework, and that will be in English. Also, reading Ana’s post last week I realized that it is better to acknowledge English and work on his vocabulary and pronunciation as opposed to ignoring it.

So this week, I changed my approach. This week it was B for butterfly. So I said “Mira, es una B de bebe. Y esta es una mariposa, pero en inglés se dice BUTTERFLY.” Thankfully, the teacher seems to have gone over it in school because he knew it was a butterfly. Then I told him it is just like the butterfly we see in “La Oruga Muy Hambrienta.” 

I have decided that it’s OK to acknowledge that in school, Enzo is learning in English and mom understands this. I’ll just reinforce that English is spoken in school, but that at home with Mamá we speak en español. 

I realize that homework is just the beginning. Enzo will learn English, and it will most likely be his preferred language, as it is mine. My goal as a parent is to instill a love of Spanish (and French) and as he gets older; help him understand WHY it’s important to learn it. I want him to understand that it is important for him to communicate with his family and that he’ll reap the benefits later on.

To fulfill that goal, I think it is very important to continue making Spanish FUN! In an effort to do so, I’ve started making up silly songs and celebrating in Spanish. For example, we are potty training and since at daycare everything is in English, I’ve created  a silly song in Spanish to celebrate every time Enzo pees in the potty. My potty song is “Pipi en el baño, pipi en el baño” (sang to the tune of the Conga song).

As we all now, raising bilingual kids is work! I am happy to have this community where I can question, learn and grow while on this journey. I’d love to hear any tips and tricks you used when your child started school and started homework in the majority language.  Are there things you wish you had done or hadn’t done?

As the school year progresses and students get used to the new classroom routines, there is something children and parents know will come sooner or later….homework. While my personal view on homework has changed and evolved over time (I have written about it in detail on my blog), I know that ‘in general’ homework, at one point or another, is part of every student’s schooling years.

Late last week, as my dual immersion fourth graders where getting ready to go home, I was half-listening to one of my students as he was asking about a math word problem he needed to complete at home. First, I began with the usual “If you had used your time wisely, you would not be taking any work home.” I then went on and said, “You will have to ask someone at home for help on that problem.” To which my student replied: “Ms. Serrano no one at home speaks Spanish. They will not be able to read the problem. They will not be able to help me.”

Not only did I feel like the worst educator on the phase of the earth, but this also brought me to the point of: Where/How do children get help for homework or ANY other task when he/she is the only one speaking the language at home?

Yes, I have many students whose families are Spanish speakers, but I also have plenty of students whose families do not speak ANY Spanish at all. From that point on, I asked, probed, questioned and questioned again several co-workers and friends who teach at other dual-language schools hoping they would tell me how they do it. It seems that in the lower grades (K-2/3) homework help is not very complicated as children are learning many basic skills (for the most part). However, once children reach fourth grade and up, homework/tasks become a bit more difficult. Many teachers send home every piece of communication in both languages – homework, projects, newsletters, etc. But, how can parents effectively help children when they do not speak the language?

I am taking the time to translate everything I send home (even for what at the beginning I thought was ‘obvious’). I am also sharing the English version and links of our math curriculum as well as science. Additionally, I send weekly emails informing parents about our class happenings: what we are working on, what children are reading, and/or what we are writing about. But, what else can a teacher do? (Again, the homework ‘story’ at the beginning of this post should have never happened).

So, I am really eager to hear from parents. I am looking for both: what has worked and what your frustrations really are. Parents – what have you been doing when something gets home and you have no idea what it means? (Besides using Google translate!). I cannot wait to hear from you.

Much love,

Kelly

Photos by Robert Couse-Baker