A recent column stated that there were 'perceived inequalities' caused by the French Immersion program. Let's look at some of the real inequalities:
1. Classroom size and the number of students per class=French less students; English more students
2. Special Education students=none in French
3. Full 5 days of recess=French 5 days; English 4 days
4. Gala event celebrating 20 years of languages= French big party; English no mention
The last time French was useful to me is when I was employed at WT Grants in Mattapan Square many many years ago. The Haitian who would shop there could converse with those of us who had High School French. We made ourselves understood. French at that time was considered the language of Diplomacy; German for Science and Latin for Medicine. China was still a mystery and the Russians were busy waging a Cold War.
I now work in a very large Boston hospital. My department, the Cardiac Cath Lab, sees anywhere from 20 to 40 patients a day. Not everyone speaks English, but that does not hinder us-between the staff and hospital interpreters we are covered for any language and/or dialect. The majority are Spanish and Portuguese speaking. Followed by Arabic, Vietnamese, Cambodian, Italian and some Russian. The need for us to ever need a French interpreter is perhaps, at most, twice a year. If a patient does speak French, it is usually their second or third language.
So why is Milton continuing a program that does not prepare students for a real world? A world that utilizes Spanish and Portuguese speakers especially in the Boston area. A Haitian immigrant who sends her child to Tucker wants her child to learn English. This is the language of their new country-skills in English will benefit them both. Why does he lose a recess for wanting to learn?
Is it fair that one twin has 5 full days of recess in the French, but the other twin , who is on the English Track, has only 4 days? How are their parents supposed to explain ?English teachers are layed off, MCAS score go down and then rehired with borrowed money. This is not the way to run a school. English language skills should be the priority. Any extra languages should be offered as an addendum not a way of life.
Budget priorities have to be set. Overides are not the answer and I am tired of my taxes being raised and raised again. Throwing more money at the problem-the budget-does not make it go away.
School Committee Member Mary Kelly asked that the disparity of the French and English track programs be added to the budget list but was voted down. Mr Chairman Beirne Lovely said"I think this is the tip of a different iceberg...I certainly don't think it raises to the level of a budget priority item." The Titanic sank because of an iceberg. The Milton School system has become the Titanic . It's time to jettison some of these pet programs and take off the rose colored glasses. French Immersion was a nice little experiment that has overstayed its welcome. Now is the time to utilize the new schools for which they were built-to educate not divide the children of Milton.
Patricia Gannon
70 Meagher Ave
Milton
617-696-0018
