Escuela Bilingue Internacional in Rockridge finds demand for its services greatly exceeds expectations

By Quynh Tran

STAFF WRITER

When Escuela Bilingue Internacional announced its opening as the Bay Area’s only Spanish-language immersion school a year ago, the goal was to have enough students to fill one classroom.

The school opened in September in Rockridge with more than 80 students.

After one semester, the high demand and interest in the Spanish language international curriculum are already forcing school board members to talk about an expansion.

“The demand has blown us away,” said Liza Sanchez, board chairwoman and founder of the school. “It shows how scarce these programs are.”

Although 40 percent of Californians speak a language other than English at home and more than 25 percent speak Spanish, according the U.S. Census, Bay Area schools only offered limited Spanish-language programs or typically introduced the language at the middle-grade levels.

A comparable comprehensive school like the French-language Ecole Bilingue de Berkeley or French American International School in San Francisco or Mandarin- and Japanese-language Pacific Rim International School in Emeryville did not exist for Spanish speakers.

Sanchez organized a small group of parents in 2004 who grew tired of the waiting lists that could reach four years long to enroll their children in small Spanish programs such as Berkeley’s Centro Vida Children’s Center. She grew up in Berkeley and learned Spanish in college but wanted an immersion program for her youngest three daughters…more

The Multilingual Children’s Association is focused on the day-to-day joys and challenges of raising bilingual and multilingual children. We are dedicated to encourage and support you, answer your questions, and build a community where you can share your thoughts and experiences. So, here’s your free guide — constantly adding new tips, articles and facts for multilingual parents and caregivers. Enjoy!

Submitted by: Christina Bosemark

“….1. Family agreement: Even though agreement within the family is perhaps the most essential ingredient, I am sometimes asked, “What do I do if my partner doesn’t want me speaking to our child in a language he doesn’t understand?” An insecure spouse may fear being excluded from ‘the secret language’ between the other parent and the child. Discuss and compromise. It is very important that couples find some solution that is acceptable to both parents as well as beneficial to the child.

2. Enthusiastic, yet realistic: Once the idea of two languages has settled in, many people consider adding more. Usually the number of languages spoken within the household is enough for the child to absorb, but it’s actually possible to successfully introduce as many as four languages simultaneously — provided you can offer enough exposure and need for each one. Still, research suggests that a child needs to be exposed to a language 30% of his waking time to actively speak it, and since waking time is a finite quantity, so, too, is language acquisition.

3. The practical plan: Next, you need to make sure you have a plan. Agree on who speaks what language to whom and then stick to it. There are endless variations on the two most successful language systems. The most common involves one person who always speaks to the child in the ‘foreign’ language. Anyone who is spending a significant amount of time with the child can function as this primary speaker. The second common language system is where the whole family speaks in the foreign language. To add another language beyond those already spoken within the family, or if your family doesn’t speak any foreign languages, you’ll need to provide an outside source like an immersion program, a nanny or an au pair.

4. Get together: Building a support network is probably the most underestimated success factor, so find others who are raising their children to speak your language. You’ll benefit from their knowledge and be able to share both your doubts and your triumphs. It also ensures future play dates that will provide your child with the ultimate language teachers — other kids. Books, music, movies, and toys in your minority language are the most obvious ways to boost your child’s exposure, but there is also an amazing range of other household items such as place mats, tableware, posters, etc.

5 Be patient: Raising multilingual children requires patience, and there are going to be times when doubt sneaks in. As with most aspects of parenting, it’s a long-term commitment and there will be ups and downs. But remember, that’s happening to the parents of the monolingual children too! Don’t worry if your child doesn’t speak his multiple languages as quickly or as adeptly as his peers. Instead focus upon his successes and marvel at the development of his little brain. Always praise, praise, and then praise some more! Know that when your child says, “I want a hug” in your language, you’ll almost cry with pride. At that moment, it won’t matter that it took some extra effort or that you had to wait a bit for the result….more“

by Sharron Kahn Luttrell

Lauri Lewis thought she knew what to expect when she joined the PTO four years ago. She would help run bake sales, school fairs, and teacher appreciation days, right? Well, yes. But she would also raise money for hundreds of thousands of dollars’ worth of equipment and capital projects. That got her wondering—what is the PTO’s role, anyway? To enrich her kids’ educational experience, or to enrich her kids’ school?

Increasingly, parent-teacher organizations are funding items that schools say they need but can’t afford. Across the country, PTOs are picking up the tab for computers, library books, even instructor salaries and classroom aides. While most agree these items should be paid for with public funds, many PTOers say they’re not going to hold their breath waiting for those funds to appear…more

The Maternelle Room Parent Coordinator, the Primary Room Parent Coordinator, the College  Room Parent Coordinator and the Lycée Room Parent Coordinator shall:a) Explain to Room Parents the function of their jobs and serve as their mentor/advisor when called upon.b) Hold Room Parents meetings to help with field trip suggestions, party planning and other class activities.

The Teacher Representatives shall: a) Advise in coordination of School and DIS-PTA activities.b) Serve as liaison between the School staff and the Board of Directors.

Allocation Report - special thanks to Mr. Ashley Reynolds 

Allocation submitting for approval:

School Trips:  $ 3,740.00                                                                              
Funding the teacher’s costs for the Canada and Paris trips. 3 teachers for the Canada trip ($680 per teacher). 2 teachers for the Paris trip ($850). Total = $3740. Submitted by Albert Chia Allocation will be managed by Sophie Davis. Allocation expires June 1, 2007

Picnic Tables:  $3,000.00                              
Picnic table replacement. Replacing the green wooden with red plastic-coated metal tables. 10 table at $ 300.00 each. Total = $ 3,000.00 Submitted by Pierre Vittoz Allocation will be managed by Sophie Davis. Allocation expires June 1, 2007

Computer Software for the computer labs: $15,000.00
In the previous 10 months, DIS has upgraded its Information Technology resources to modern computing standards. A total of three (3) student computer labs were created that include over 40 computers dedicated for student use. These labs are the Upper Class/Secondary computer lab, Primary school computer lab, and Science lab. Additional computers where purchased for the faculty and network infrastructure is currently in the process of being upgraded to function in a multi-media rich environment. It is proposed that a software budget be created from which classroom and laboratory software licenses can be purchased for in-class and in-lab study. Applicable software includes items such as a site license for Classroom and Lab Management tools, French language educational software for the appropriate primary grades, simulation software for the Sciences, etc. Software that would not be included in such a budget would be operational and business titles such as Office suites, anti-virus, system administration utilities, et al. Submitted by Douglas Lee. Allocation will be managed by Douglas Lee. Allocation expires June 1, 2007

Section 3. Election Committee

a) There shall be an election committee composed of five (5) members and (1) alternate who shall be elected by the members of the DIS-PTA at a regular General Meeting at least one (1) month prior to the election of officers. The committee shall elect its own
chairperson immediately following the meeting.

b) The election committee shall collect applications from eligible members for all offices to be filled and report the names of the applicants at the regular General Meeting in May, at which time additional applications may be received from the floor.

c) The election committee shall manage the election for each Officer position during the General Meeting in May. Each Officer shall be elected by all members, Regular and Associate through a simple majority ballot, followed by a second ballot limited to the top 2 candidates for each given position, should those candidates collect the same number of votes. The sequence will be listed in Section 2 of this article.

d) Only those persons who have signified their consent to serve and applied for a position shall be nominated for or elected to such office.

e) No member shall automatically serve on this committee because of his or her office in the DIS-PTA or position in the School.f) The President does not serve as a member of this committee, nor does he or she appoint any member of this committee.