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Celebrating Diversity
Reading, writing and readying
Schools meet challenge of preparing students for American education
For Celebrating Diversity
When civil war broke out in Rwanda in 1994, some of the country’s refugees
relocated to DeKalb County through several resettlement agencies there.
As conflict escalated in Bosnia in the 1990s, some of those refugees also came to DeKalb.
For the children of these immigrants, one of the first stops once they’re settled is the DeKalb International Student Center.
“The makeup of our student population depends on what conflict is going on in the rest of the world,” said Joanne Lottie, principal at the center. “Our job is to help these students acclimate to life in America and teach them survival English so that they can attend their neighborhood schools.”
The center offers a six-week curriculum focused on teaching English to these students, who range in age from 10 to 18. They are grouped for classes according to age-appropriate grade level, often with students from a variety of other cultures and countries.
“Our teachers are the first ones they see in America,” Lottie she said. “We teach them about American customs, restroom procedures and basic English. After six weeks, they go to their neighborhood schools to continue their education.”
The center, with a staff of 20, offers classes until 1 p.m. each day. Afterwards, teachers and staff may meet with parents to help them complete forms and documentation, or go out to neighborhood schools to help students who have completed the center’s program.
The student population at Norcross Elementary in Gwinnett County is 55 percent Hispanic. As the population became more diverse, the school responded.
The school’s telephone answering system announces in English and Spanish. The student handbook, printed forms and other documents are published in English and Spanish.
“We have a bilingual person at the front desk to communicate in the student’s home language,” said LaVern Watkins, principal at Norcross Elementary. “It has a great welcoming effect. Our forms are available in English and Spanish and we help parents complete them. The parents know that there will be someone here who speaks their language and that makes it easier for them to become involved in their children’s education.”
Group meetings for parents are conducted in two languages — English and Spanish — using a special headset system and simultaneous translations. Translators are available for individual parent conferences.
“If we don’t have a translator for a particular language on staff, we can use county translators,” Watkins said. “We want to make sure that parents receive information in a language that they understand.”
Having a diverse population in the schools is beneficial for all students. “It really helps all children learn about other cultures,” Watkins said.
At the DeKalb International Student Center, students learn American songs and American traditions. However, they learn more than that.
“Students from all cultures are here together,” Lottie said. “When they first come here, children sit with other children from their own country. Soon all the students are mixing and teaching each other their own languages. By the time they leave, they’re hugging at the bus stop and saying goodbye. It’s rewarding to see how they’ve adapted.”
As conflict escalated in Bosnia in the 1990s, some of those refugees also came to DeKalb.
For the children of these immigrants, one of the first stops once they’re settled is the DeKalb International Student Center.
“The makeup of our student population depends on what conflict is going on in the rest of the world,” said Joanne Lottie, principal at the center. “Our job is to help these students acclimate to life in America and teach them survival English so that they can attend their neighborhood schools.”
The center offers a six-week curriculum focused on teaching English to these students, who range in age from 10 to 18. They are grouped for classes according to age-appropriate grade level, often with students from a variety of other cultures and countries.
“Our teachers are the first ones they see in America,” Lottie she said. “We teach them about American customs, restroom procedures and basic English. After six weeks, they go to their neighborhood schools to continue their education.”
The center, with a staff of 20, offers classes until 1 p.m. each day. Afterwards, teachers and staff may meet with parents to help them complete forms and documentation, or go out to neighborhood schools to help students who have completed the center’s program.
The student population at Norcross Elementary in Gwinnett County is 55 percent Hispanic. As the population became more diverse, the school responded.
The school’s telephone answering system announces in English and Spanish. The student handbook, printed forms and other documents are published in English and Spanish.
“We have a bilingual person at the front desk to communicate in the student’s home language,” said LaVern Watkins, principal at Norcross Elementary. “It has a great welcoming effect. Our forms are available in English and Spanish and we help parents complete them. The parents know that there will be someone here who speaks their language and that makes it easier for them to become involved in their children’s education.”
Group meetings for parents are conducted in two languages — English and Spanish — using a special headset system and simultaneous translations. Translators are available for individual parent conferences.
“If we don’t have a translator for a particular language on staff, we can use county translators,” Watkins said. “We want to make sure that parents receive information in a language that they understand.”
Having a diverse population in the schools is beneficial for all students. “It really helps all children learn about other cultures,” Watkins said.
At the DeKalb International Student Center, students learn American songs and American traditions. However, they learn more than that.
“Students from all cultures are here together,” Lottie said. “When they first come here, children sit with other children from their own country. Soon all the students are mixing and teaching each other their own languages. By the time they leave, they’re hugging at the bus stop and saying goodbye. It’s rewarding to see how they’ve adapted.”
