By Dave Stafford, Herald Bulletin Staff Writer
ANDERSON — After a recent school day at Anderson Elementary, about 20 fourth- and fifth-grade students are getting an education in who they are and where they come from.
“OK, niños y niñas,” says English as a New Language teacher Shirley Payne, as she begins a lecture in Spanish. The students listen, respond in Spanish, and, when asked, in English.
At each table of youngsters sit high school girls who are there to help teach and guide the younger students, and maybe learn from them. They are Latina Mentors.
“When you’re with the same people who speak the same language ... it’s beautiful,” says Wendy Santiago, a senior at Anderson High School and one of the first students who volunteered for the fledgling program, which mentors students in the after-school Club Latino.
“I thought it was cool,” Santiago says of the program, “and I always like to try something new.”
Anderson Community Schools psychologist Maria Hernandez-Finch developed the Latina Mentors program after seeing a need among the growing population of students from Spanish-speaking countries. Once a week, several Anderson High School students volunteer to visit Anderson Elementary’s Club Latino, sharing with younger students a common language and culture, and serving as role models in the novel program.
“Latinas are increasing in population all across the United States,” Hernandez-Finch says, “but the graduation rate is not good.” Improving that rate is one of the goals of the program.
“The more Spanish you know and speak, the better you actually do in English classes,” Hernandez-Finch says. “Also, children really need to see someone from their culture who is successful. We’ve had students tell us they feel like they don’t belong here, and they don’t know the purpose for going to school or the reason for going to school.”
That would not be the case with Yarely Sarahi Osuna. The 10-year-old fifth-grader’s hand shoots skyward nearly each time Payne asks the class a question.
After class, she’s just as quick with an answer when asked what she wants to be when she grows up. “Chef!” she smiles.
“You can learn a lot of stuff,” Yarely says of the after-shool session. “I learn about people that have been in Mexico a long time ago ... Maybe you can learn new words, and how to pronounce them.”
Two years ago, Yarely spoke no English, says ACS liaison interpreter Maria Miller. “She can do anything she wants to do,” Miller says. “She just wants to learn.”
Cultivating attitudes like those also are goals of the Latina Mentors program, for all the students.
“I want to be a teacher and I want to help children,” says Brenda Ruiz, an AHS senior and a Latina Mentor.
Landy Mendoza, an AHS junior, wants to study to be a pediatrician after high school. She explained why the program is important to her.
“It makes us feel proud,” Mendoza says, “knowing that our culture is being known worldwide.”
Payne says students in Club Latino assisted by the Latina Mentors have a range of proficiency in English and Spanish. “A few kids are just learning Spanish for the first time,” she says.
Because Spanish is not spoken during their school day, those who are proficient can be hesitant. “They are so used to English they have a hard time” breaking into Spanish, Payne says.
“Part of it is to try to get them to be proud of their language,” she says. “Sometimes it’s almost as hard for them in Club Latino.”
As the Latina Mentors prepared to join their younger peers at a recent session, they sat with Hernandez-Finch and traced their family trees, including which family members were in the United States and which were in other countries. “We have an ongoing project to get to know ourselves,” she says.
Hernandez-Finch said students who speak English as a second or new language face unique challenges. She and other educators “were talking about their needs and some of the things they have difficulty with, emotionally, socially, being part of two cultures at the same time.
“We really needed to do something to develop leadership and interest in staying in school. That’s how (Latina Mentors) all started.”
Students from Anderson University develop lesson plans for the after-school program. On this day, Payne reads a children’s book entitled “Abuela” — Spanish for “Grandmother.” The students’ comprehension is tested afterward.
What makes the book reading more significant and meaningful is that the students heard the same story read to them in class earlier, in English, Hernandez-Finch explains. When they answer questions in Spanish, they are reinforcing what they have learned in English.
The AU students who help with the after-school sessions said they’re excited to be involved with the Latina Mentor program.
“I was really excited when I heard about it the first time,” AU senior Stephanie Brown says.
“They love helping me out,” Anderson University junior Alisa Neidlinger says of the Latina Mentors.
“They know some things that I don’t,” said Neidlinger, who is studying elementary education and English as a New Language.
Mandy Schumer, an AU Spanish student, says Club Latino and Latina Mentors programs are a stark contrast to teaching methods in which students are immersed in English, often with no understanding. She has participated at a camp in which only English is spoken among student learners.
“It’s so hard when a kid comes in speaking no English,” she says.
Of the Anderson Elementary program, Schumer says, “I love it. Much more than making them abandon their language.”
“I’d pay to do this,” says English as a New Language student teacher Corey Hitchcock. “I’ve never seen a program like this before.”
Hernandez-Finch volunteers with a variety of programs that are developed to reach children with more individualized instruction. “I think kids need programs that are tailored to their special needs.”
Latinas in particular, she says, face pressures that sometimes can make education take a back seat.
“I think for Latinas, obviously No. 1 is the language barrier. Another issue would be concerns over immigration status, and that’s become a political issue,” she says.
“In general, Latinas — and this is obviously a generalization — are very family-oriented,” she says. “There is more emphasis on the ‘we’ rather than the ‘I.’ Sometimes you may need to do something for your family like go get a job earlier.
“You might have more responsibilities in the home.”
When parents of Hispanic students were asked their opinion of the Latina Mentors program before it began, response was overwhelming, according to Hernandez-Finch.
“These families really want the best for their children and want a good education for their children,” she says. “There is a misconception that they don’t value education, and it’s really quite the opposite. ... When I sent permission slips out, I got them back the next day.”
The difference, Hernandez-Finch says, can be when parents know someone is speaking their language. “They feel like there’s a trust there,” she says. “They feel comfortable.”
Contact Dave Stafford: 648-4250, dave.stafford@ heraldbulletin.com
