WEBVTT 00:00:00.000 --> 00:00:12.000 music 00:00:53.000 --> 00:00:55.000 And I'm gonna change to my 00:00:55.000 --> 00:00:56.000 beautiful English 00:00:56.000 --> 00:00:60.000 to show you my beautiful bilingualism. 00:01:00.000 --> 00:01:02.000 My name is Patricia. 00:01:02.000 --> 00:01:03.000 It's for me an honor to 00:01:03.000 --> 00:01:06.000 introduce you Dr. Kim Potowski. 00:01:06.000 --> 00:01:08.000 She is a leader, a scholar, in the 00:01:08.000 --> 00:01:11.000 Spanish in the United States. 00:01:11.000 --> 00:01:13.000 And -- she has many publications 00:01:13.000 --> 00:01:15.000 that I'm not gonna 00:01:15.000 --> 00:01:16.000 let you know. 00:01:16.000 --> 00:01:18.000 But, she's the leading expert 00:01:18.000 --> 00:01:20.000 and we are so lucky to have her. 00:01:20.000 --> 00:01:23.000 Help me to welcome her, thank you. 00:01:23.000 --> 00:01:25.000 applause 00:01:25.000 --> 00:01:26.000 Hi everybody, I think this is the third, 00:01:26.000 --> 00:01:28.000 we were doing the math, this is 00:01:28.000 --> 00:01:29.000 the third time I think I've been 00:01:29.000 --> 00:01:30.000 to your campus. 00:01:30.000 --> 00:01:31.000 You can't get rid of me, sorry. 00:01:31.000 --> 00:01:34.000 I'm just gonna keep coming bak. 00:01:34.000 --> 00:01:36.000 So I would like to thank you for having 00:01:36.000 --> 00:01:37.000 me here today. 00:01:37.000 --> 00:01:39.000 I'd especially like to thank Maria Dantas, 00:01:39.000 --> 00:01:40.000 Patricia, who you just heard from, 00:01:40.000 --> 00:01:41.000 Gimenez Eguibar, 00:01:41.000 --> 00:01:43.000 and Carmen Caceda who all 00:01:43.000 --> 00:01:44.000 invited me here today. 00:01:44.000 --> 00:01:45.000 They worked very diligently, 00:01:45.000 --> 00:01:48.000 cross departmentally to have me out here. 00:01:48.000 --> 00:01:50.000 And somebody made this awesome flyer. 00:01:50.000 --> 00:01:51.000 I don't know who, who made that flyer? 00:01:51.000 --> 00:01:53.000 That came out lovely. 00:01:53.000 --> 00:01:54.000 You should, you should keep that 00:01:54.000 --> 00:01:55.000 person on your payroll because 00:01:55.000 --> 00:01:56.000 they did a great job. 00:01:58.000 --> 00:01:59.000 so this is a talk about bilingualism 00:01:59.000 --> 00:01:61.000 and about bilingualism 00:02:01.000 --> 00:02:02.000 specifically here in the United States. 00:02:02.000 --> 00:02:04.000 But before we talk about the United States 00:02:04.000 --> 00:02:05.000 I want to take a step back first 00:02:05.000 --> 00:02:08.000 and I wanna think about the whole world. 00:02:08.000 --> 00:02:10.000 How many people are there 00:02:10.000 --> 00:02:11.000 on the planet? 00:02:11.000 --> 00:02:12.000 Give or take, I don't need 00:02:12.000 --> 00:02:14.000 an exact number, you know. 00:02:19.000 --> 00:02:21.000 Yeah? Okay. Well there's this 00:02:21.000 --> 00:02:22.000 place you can go to if you go to 00:02:22.000 --> 00:02:24.000 world population counter on 00:02:24.000 --> 00:02:25.000 the internet, you can see it's 00:02:25.000 --> 00:02:28.000 kind of like existentially bizarre because 00:02:28.000 --> 00:02:29.000 It's like birth, death, birth, 00:02:29.000 --> 00:02:30.000 death, like the number keeps 00:02:30.000 --> 00:02:31.000 changing, you know? 00:02:31.000 --> 00:02:33.000 But this was the number I saw this morning. 00:02:33.000 --> 00:02:36.000 So yeah, almost 8 billion people 00:02:36.000 --> 00:02:37.000 running around on the planet. 00:02:37.000 --> 00:02:38.000 If you had to guess again 00:02:38.000 --> 00:02:40.000 back of the envelope, what 00:02:40.000 --> 00:02:42.000 percent of them do you think 00:02:42.000 --> 00:02:44.000 are bilingual or multilingual? 00:02:47.000 --> 00:02:48.000 Do I hear... 00:02:56.000 --> 00:02:58.000 I'm hearing every single number. 00:02:58.000 --> 00:02:63.000 Okay. The answer is, we don't know. 00:03:03.000 --> 00:03:05.000 Right? But there's a fella 00:03:05.000 --> 00:03:07.000 by the name of Francois Grosjean 00:03:07.000 --> 00:03:08.000 who has dedicated 00:03:08.000 --> 00:03:10.000 his career to studying this topic. 00:03:10.000 --> 00:03:11.000 His estimate is that it's 00:03:15.000 --> 00:03:17.000 on this planet speak more than one 00:03:17.000 --> 00:03:19.000 language competently to carry out 00:03:19.000 --> 00:03:20.000 daily necessities. 00:03:20.000 --> 00:03:21.000 Let's be conservative. 00:03:21.000 --> 00:03:23.000 Let's use the number 60. 00:03:23.000 --> 00:03:24.000 So every time I say, okay what 00:03:24.000 --> 00:03:25.000 percent of people on the planet did we 00:03:25.000 --> 00:03:26.000 say were bilingual, you're gonna say... 00:03:27.000 --> 00:03:28.000 Okay, that's the answer. 00:03:28.000 --> 00:03:31.000 What about the United States? 00:03:31.000 --> 00:03:32.000 What percent of people in 00:03:32.000 --> 00:03:34.000 the United States I'm gonna say 00:03:34.000 --> 00:03:35.000 speaks a language other than English? 00:03:35.000 --> 00:03:36.000 That's the way I have to frame 00:03:36.000 --> 00:03:37.000 the question and you'll see why 00:03:37.000 --> 00:03:38.000 in a moment. 00:03:38.000 --> 00:03:39.000 Raise your hand if you think it's from 00:03:42.000 --> 00:03:43.000 Okay, look around. Look around. 00:03:43.000 --> 00:03:44.000 That's a lot of hands. 00:03:44.000 --> 00:03:45.000 Okay put your hands down. 00:03:45.000 --> 00:03:47.000 How many people think it's more like 00:03:50.000 --> 00:03:51.000 Is that about an equal amount of 00:03:51.000 --> 00:03:52.000 hands that we just saw? 00:03:52.000 --> 00:03:54.000 Is it a little fewer? It's a little less? 00:03:54.000 --> 00:03:56.000 Okay, hands down. 00:03:56.000 --> 00:03:57.000 How many of you say, no, 00:03:57.000 --> 00:03:58.000 come on, man. We gotta be like the 00:03:58.000 --> 00:03:59.000 rest of the world. We gotta be like 00:04:01.000 --> 00:04:04.000 those hopeful people back there. 00:04:04.000 --> 00:04:05.000 Okay, I love that. 00:04:05.000 --> 00:04:06.000 Is there anybody here 00:04:06.000 --> 00:04:08.000 delusional enough to think it's 00:04:08.000 --> 00:04:10.000 between 76 to... no? Yeah, no. 00:04:10.000 --> 00:04:12.000 It's not that high. 00:04:12.000 --> 00:04:17.000 Okay, so the answer again is, we don't know. 00:04:17.000 --> 00:04:20.000 tell you stuff we don't know. 00:04:20.000 --> 00:04:21.000 What we do have is the 00:04:21.000 --> 00:04:22.000 American Community Survey 00:04:22.000 --> 00:04:24.000 which comes from the US Census. 00:04:24.000 --> 00:04:25.000 And the last time they 00:04:25.000 --> 00:04:26.000 did this was 2017. 00:04:26.000 --> 00:04:27.000 Now, take a look at how 00:04:27.000 --> 00:04:28.000 they asked the question. 00:04:28.000 --> 00:04:30.000 Number 1, does this person speak 00:04:30.000 --> 00:04:32.000 a language other than English at home? 00:04:32.000 --> 00:04:34.000 Is that a very true 00:04:34.000 --> 00:04:36.000 measure of our nation's bilingualism? 00:04:36.000 --> 00:04:40.000 Why not? 00:04:40.000 --> 00:04:43.000 That's right. Maybe I speak Gujarati 00:04:43.000 --> 00:04:44.000 at work or who knows where, 00:04:44.000 --> 00:04:46.000 but I don't speak it at home. 00:04:46.000 --> 00:04:48.000 So I say no, you don't know if I'm 00:04:48.000 --> 00:04:49.000 monolingual in English or not, 00:04:49.000 --> 00:04:50.000 you can't assume that. Okay? 00:04:50.000 --> 00:04:52.000 The next question says 00:04:52.000 --> 00:04:53.000 how well does this 00:04:53.000 --> 00:04:56.000 person speak English? Okay? 00:04:56.000 --> 00:04:58.000 Now what if you said not at all? 00:04:58.000 --> 00:04:60.000 Does that necessarily mean that you're 00:05:00.000 --> 00:05:03.000 monolingual in whatever it is you do speak? 00:05:03.000 --> 00:05:04.000 No, because you might speak 00:05:04.000 --> 00:05:07.000 Gujarati and Italian. You're bilingual, 00:05:07.000 --> 00:05:08.000 you just don't know English. 00:05:08.000 --> 00:05:09.000 You see what I mean? 00:05:09.000 --> 00:05:10.000 So this is not perfect. It is not a 00:05:10.000 --> 00:05:11.000 perfect measure of our 00:05:11.000 --> 00:05:13.000 nation's bilingualism, 00:05:13.000 --> 00:05:14.000 but it's all we got. Okay? 00:05:14.000 --> 00:05:16.000 And the last time that they 00:05:16.000 --> 00:05:18.000 asked this question they came up with, 00:05:18.000 --> 00:05:19.000 are you ready? 00:05:19.000 --> 00:05:21.000 Speaks a language other than English, 00:05:23.000 --> 00:05:24.000 raise your hand if you 00:05:24.000 --> 00:05:26.000 said that it was the 0 to 25, okay. 00:05:26.000 --> 00:05:28.000 So you were right. Okay? 00:05:28.000 --> 00:05:30.000 But we're not gonna applaud. 00:05:30.000 --> 00:05:32.000 We're not gonna be happy for you 00:05:32.000 --> 00:05:33.000 that you were right because 00:05:33.000 --> 00:05:34.000 I think this is terrible. 00:05:34.000 --> 00:05:36.000 I think this is sad. 00:05:36.000 --> 00:05:37.000 I think we could do 00:05:37.000 --> 00:05:39.000 about this. Okay? 00:05:39.000 --> 00:05:40.000 And I have a pie chart, 00:05:40.000 --> 00:05:41.000 tt's not a presentation unless 00:05:41.000 --> 00:05:42.000 there's a pie chart. 00:05:42.000 --> 00:05:44.000 So in this pie chart here you see 00:05:44.000 --> 00:05:46.000 that 80 percent, right, the 20 percent 00:05:46.000 --> 00:05:47.000 said they speak a language 00:05:47.000 --> 00:05:48.000 other than English at home, 00:05:50.000 --> 00:05:51.000 monolingual in English. Okay? 00:05:51.000 --> 00:05:53.000 There they are. Here's the other 00:05:54.000 --> 00:05:56.000 speak a language other than English 00:05:56.000 --> 00:05:58.000 at the home. Okay? But look at it. 00:05:58.000 --> 00:05:59.000 Half of them say they don't 00:05:59.000 --> 00:05:61.000 speak it well. 00:06:01.000 --> 00:06:02.000 I do, yeah I speak 00:06:02.000 --> 00:06:03.000 something other than English 00:06:03.000 --> 00:06:04.000 and I speak it well. 00:06:04.000 --> 00:06:05.000 Let's take that little 00:06:05.000 --> 00:06:06.000 sliver and let's 00:06:06.000 --> 00:06:07.000 unpack that. Here it is. 00:06:07.000 --> 00:06:09.000 Where did they learn the language? 00:06:14.000 --> 00:06:17.000 What's 16% of 10%? 00:06:17.000 --> 00:06:19.000 Seriously, I don't know the answer. 00:06:19.000 --> 00:06:20.000 Thank you, that's the answer. 00:06:20.000 --> 00:06:22.000 That's the percent of people 00:06:22.000 --> 00:06:23.000 in this country who 00:06:23.000 --> 00:06:24.000 learned a language other than English 00:06:24.000 --> 00:06:28.000 in schools. I think that's super low, 00:06:28.000 --> 00:06:29.000 and I think we could do a lot better. 00:06:29.000 --> 00:06:30.000 What I'm here to talk to you about today 00:06:30.000 --> 00:06:32.000 are two kinds of kids in general. 00:06:32.000 --> 00:06:33.000 I'm here to talk to you about 00:06:33.000 --> 00:06:35.000 heritage speakers. This is the word 00:06:35.000 --> 00:06:37.000 that we use for kids like Joaquin 00:06:37.000 --> 00:06:38.000 who grew up in a home where 00:06:38.000 --> 00:06:39.000 Spanish is spoken. Okay? 00:06:39.000 --> 00:06:40.000 Sometimes they show up to 00:06:40.000 --> 00:06:41.000 kindergarten and they don't know 00:06:41.000 --> 00:06:42.000 any English. 00:06:42.000 --> 00:06:44.000 Sometimes they do know some English. 00:06:44.000 --> 00:06:46.000 Okay, the Romance language, or the 00:06:46.000 --> 00:06:48.000 language field calls these folks heritage speakers. 00:06:48.000 --> 00:06:50.000 And I'm also gonna talk to you about 00:06:50.000 --> 00:06:51.000 kids like this guerito here, 00:06:51.000 --> 00:06:53.000 Julian, okay, he's an English 00:06:53.000 --> 00:06:55.000 monolingual kid. So I'm 00:06:55.000 --> 00:06:57.000 gonna talk about both of these realities. 00:06:57.000 --> 00:06:59.000 Okay, a kid like Joaquin 00:06:59.000 --> 00:06:60.000 who shows up to school 00:07:00.000 --> 00:07:01.000 and is still learning English, 00:07:01.000 --> 00:07:02.000 unfortunately our nation 00:07:02.000 --> 00:07:04.000 has policies whether they're 00:07:04.000 --> 00:07:06.000 implicit or explicit, right, 00:07:06.000 --> 00:07:08.000 that aim to erase 00:07:08.000 --> 00:07:09.000 their Spanish, their Chinese 00:07:09.000 --> 00:07:11.000 their Korean, their whatever it is 00:07:11.000 --> 00:07:12.000 they speak at home, okay. 00:07:12.000 --> 00:07:13.000 How does this happen? 00:07:13.000 --> 00:07:15.000 Well it happens on a general 00:07:15.000 --> 00:07:17.000 societal level, okay. 00:07:17.000 --> 00:07:19.000 Because frankly, between you and me, 00:07:19.000 --> 00:07:20.000 that 80% that's 00:07:20.000 --> 00:07:21.000 monolingual in English 00:07:21.000 --> 00:07:22.000 In this country, 00:07:22.000 --> 00:07:24.000 a lot of them like it that way. 00:07:24.000 --> 00:07:25.000 Lot of them like it that way. 00:07:25.000 --> 00:07:26.000 They don't want to hear you 00:07:26.000 --> 00:07:28.000 speak in other stuff in public. 00:07:28.000 --> 00:07:29.000 They get mad when they call 00:07:29.000 --> 00:07:31.000 the gas company and it says 00:07:36.000 --> 00:07:37.000 I shouldn't have to hear that 00:07:37.000 --> 00:07:40.000 in my country. Yeah? 00:07:40.000 --> 00:07:41.000 Raise your hand if you've ever 00:07:41.000 --> 00:07:42.000 been in public 00:07:42.000 --> 00:07:43.000 speaking a non-English language 00:07:43.000 --> 00:07:44.000 and you got that stink eye. 00:07:44.000 --> 00:07:46.000 Raise your hand, go on. 00:07:46.000 --> 00:07:47.000 Keep your hands up if you 00:07:47.000 --> 00:07:48.000 also got something said 00:07:48.000 --> 00:07:50.000 to you about it. 00:07:50.000 --> 00:07:52.000 Mhmm, see that's bullying. 00:07:52.000 --> 00:07:54.000 That is linguistic bullying, okay? 00:07:54.000 --> 00:07:56.000 So that's part of the reason 00:07:56.000 --> 00:07:58.000 why a lot of folks are losing 00:07:58.000 --> 00:07:60.000 their non-English languages, okay? 00:08:00.000 --> 00:08:04.000 It can go much beyond the stink eye, okay. 00:08:04.000 --> 00:08:05.000 You have this bus driver in Idaho, 00:08:05.000 --> 00:08:06.000 did you see this? 00:08:06.000 --> 00:08:07.000 She's driving a bus in Idaho, 00:08:07.000 --> 00:08:09.000 white lady, and these kids, you know 00:08:09.000 --> 00:08:10.000 they're 6th graders. 00:08:10.000 --> 00:08:12.000 They're back there messing around 00:08:12.000 --> 00:08:13.000 doing whatever they're doing 00:08:13.000 --> 00:08:14.000 and they start saying stuff in Spanish. 00:08:14.000 --> 00:08:16.000 She took a bottle of water 00:08:16.000 --> 00:08:19.000 of a kids head, and started this, you know, 00:08:19.000 --> 00:08:20.000 this, I have to understand 00:08:20.000 --> 00:08:21.000 what you're saying. 00:08:21.000 --> 00:08:22.000 This is my country, 00:08:22.000 --> 00:08:23.000 blah blah blah. 00:08:23.000 --> 00:08:24.000 But you know kids've got phones 00:08:24.000 --> 00:08:25.000 today, all this stuff is getting recorded. 00:08:25.000 --> 00:08:26.000 Okay, it's going on the internet. 00:08:26.000 --> 00:08:28.000 Let's see, here we have these 00:08:28.000 --> 00:08:29.000 two students who were assaulted. 00:08:29.000 --> 00:08:30.000 I believe this was California. 00:08:30.000 --> 00:08:31.000 They were speaking Mandarin on a train. 00:08:31.000 --> 00:08:32.000 This lady got off the train 00:08:32.000 --> 00:08:34.000 and chased them down 00:08:34.000 --> 00:08:36.000 and punched one of them, okay. 00:08:36.000 --> 00:08:37.000 A Native American gal, 00:08:37.000 --> 00:08:38.000 I think she might've 00:08:38.000 --> 00:08:39.000 been valedictorian 00:08:39.000 --> 00:08:40.000 and she got suspended 00:08:40.000 --> 00:08:42.000 for speaking her Native American 00:08:42.000 --> 00:08:43.000 language. Oh and by the way, you know, 00:08:43.000 --> 00:08:44.000 if you tell her to go back 00:08:44.000 --> 00:08:46.000 to her country... 00:08:46.000 --> 00:08:48.000 Some of y'all are 00:08:48.000 --> 00:08:50.000 after 9/11 00:08:50.000 --> 00:08:51.000 but I was, you know, hearing about 00:08:51.000 --> 00:08:53.000 folks getting removed from airplanes 00:08:53.000 --> 00:08:56.000 because they were speaking Arabic. 00:08:56.000 --> 00:08:57.000 And then you've got this gal 00:08:57.000 --> 00:08:58.000 who was minding her own 00:08:58.000 --> 00:08:59.000 business at an Applebees, 00:08:59.000 --> 00:08:60.000 north of Minneapolis, 00:09:00.000 --> 00:09:01.000 and this white lady's like, you know, 00:09:01.000 --> 00:09:02.000 blah blah, you're in America, 00:09:02.000 --> 00:09:04.000 speak English, and the other 00:09:04.000 --> 00:09:05.000 lady's like how about you 00:09:05.000 --> 00:09:06.000 just mind your own business. 00:09:06.000 --> 00:09:07.000 Leave me alone, I'm gonna sit here 00:09:07.000 --> 00:09:08.000 and do whatever I wanna do. 00:09:08.000 --> 00:09:09.000 And so the white lady 00:09:09.000 --> 00:09:10.000 grabs a beer mug and 00:09:10.000 --> 00:09:12.000 smashes it across her face. 00:09:12.000 --> 00:09:13.000 Okay, now you might 00:09:13.000 --> 00:09:14.000 say to yourself, okay yeah 00:09:14.000 --> 00:09:15.000 there's a couple crazy white 00:09:15.000 --> 00:09:16.000 people out there who do 00:09:16.000 --> 00:09:17.000 stuff like this. 00:09:17.000 --> 00:09:18.000 You know, it's not that big a deal. 00:09:18.000 --> 00:09:20.000 I'm here to tell you it is a big deal. 00:09:20.000 --> 00:09:21.000 I'm here to try to convince 00:09:21.000 --> 00:09:22.000 you that it is a really -- 00:09:22.000 --> 00:09:24.000 first of all it happens way more often 00:09:24.000 --> 00:09:25.000 than the stories that 00:09:25.000 --> 00:09:28.000 It's happening right now somewhere. Okay. 00:09:28.000 --> 00:09:29.000 Probably more than one place, alright? 00:09:29.000 --> 00:09:32.000 And this contributes to this culture 00:09:32.000 --> 00:09:34.000 of linguistic repression and fear. 00:09:34.000 --> 00:09:36.000 Okay, here's a little tiny 00:09:36.000 --> 00:09:38.000 I just read my phD student sent 00:09:38.000 --> 00:09:40.000 me an article, she said, I think it's 00:09:40.000 --> 00:09:42.000 her sister. The lady who hit 00:09:42.000 --> 00:09:44.000 this lady across the face, 00:09:44.000 --> 00:09:47.000 the aggressor's sister reached out 00:09:47.000 --> 00:09:48.000 to this gal and they 00:09:48.000 --> 00:09:49.000 went out and had a meal, 00:09:49.000 --> 00:09:50.000 and she kind of apologized 00:09:50.000 --> 00:09:51.000 for her sister, or tried to like, 00:09:51.000 --> 00:09:53.000 build a bridge, which I thought was fantastic. 00:09:53.000 --> 00:09:55.000 So I'm not Debby Downer over here, okay, 00:09:55.000 --> 00:09:57.000 I think there's, we can heal from 00:09:57.000 --> 00:09:58.000 these things but we have to 00:09:58.000 --> 00:09:60.000 acknowledge that they're out there. 00:10:00.000 --> 00:10:01.000 Okay, do you remember this guy? 00:10:01.000 --> 00:10:04.000 This lawyer in Manhattan, right? 00:10:04.000 --> 00:10:05.000 He goes to the building next door 00:10:05.000 --> 00:10:06.000 to get a meal and then he 00:10:06.000 --> 00:10:08.000 starts yelling that they're speaking 00:10:08.000 --> 00:10:09.000 Spanish and he threatens to 00:10:09.000 --> 00:10:11.000 have them deported, yeah he's 00:10:11.000 --> 00:10:12.000 gonna call ICE, 00:10:12.000 --> 00:10:14.000 so he's, he's a jerk. Alright. 00:10:14.000 --> 00:10:15.000 He's a complete jerk. 00:10:15.000 --> 00:10:20.000 Oh P.S. I pay for their welfare? 00:10:20.000 --> 00:10:22.000 undocumented folks can't collect 00:10:22.000 --> 00:10:23.000 welfare? I don't think anybody 00:10:23.000 --> 00:10:24.000 told him that. 00:10:24.000 --> 00:10:26.000 But anyway, you've got stuff like this. 00:10:26.000 --> 00:10:28.000 Then you've got actual citizens 00:10:28.000 --> 00:10:30.000 detained at the Canadian 00:10:30.000 --> 00:10:32.000 border in Minnesota. -- What's going on 00:10:32.000 --> 00:10:33.000 in Minnesota, I don't know. 00:10:33.000 --> 00:10:34.000 These two American women 00:10:34.000 --> 00:10:35.000 actually ended up suing. 00:10:35.000 --> 00:10:36.000 This fella detained them 00:10:36.000 --> 00:10:37.000 at that gas station 00:10:37.000 --> 00:10:39.000 because they were speaking Spanish. 00:10:39.000 --> 00:10:41.000 And they're like well hold up --, 00:10:41.000 --> 00:10:42.000 you are detaining us, 00:10:42.000 --> 00:10:43.000 let's be clear, 00:10:43.000 --> 00:10:45.000 because we're speaking Spanish? 00:10:45.000 --> 00:10:48.000 He's like yeah. He had no problem admitting 00:10:48.000 --> 00:10:50.000 that was why he was holding them, 00:10:50.000 --> 00:10:51.000 detaining them to question them 00:10:51.000 --> 00:10:52.000 and see where they were from. 00:10:52.000 --> 00:10:53.000 And some of y'all 00:10:53.000 --> 00:10:54.000 you know, you may have experienced 00:10:54.000 --> 00:10:55.000 this yourselves. This kind of 00:10:55.000 --> 00:10:57.000 profiling that happens. 00:10:57.000 --> 00:10:58.000 We have 50 states. 00:10:58.000 --> 00:10:59.000 How many of them have 00:10:59.000 --> 00:10:60.000 an official English 00:11:00.000 --> 00:11:02.000 law? Let me back up. 00:11:02.000 --> 00:11:03.000 You know that the United States 00:11:03.000 --> 00:11:04.000 doesn't have an official 00:11:04.000 --> 00:11:05.000 language, right, you know that. 00:11:05.000 --> 00:11:06.000 There is no national 00:11:06.000 --> 00:11:08.000 official language 00:11:08.000 --> 00:11:10.000 in the Constitution or anywhere else. 00:11:10.000 --> 00:11:12.000 Okay, but the states are 00:11:12.000 --> 00:11:14.000 allowed to pass English only 00:11:14.000 --> 00:11:16.000 or official English laws. 00:11:16.000 --> 00:11:19.000 Guess how many have them? 00:11:19.000 --> 00:11:20.000 How many of our 50 states 00:11:20.000 --> 00:11:23.000 have an official English law? 00:11:23.000 --> 00:11:26.000 It's 31. It's pretty high. 00:11:26.000 --> 00:11:28.000 Y'all don't. So, good on you. 00:11:28.000 --> 00:11:30.000 Okay. Actually I should point out that 00:11:30.000 --> 00:11:31.000 the light blue states, they're what I 00:11:31.000 --> 00:11:32.000 call the really cool states, because 00:11:32.000 --> 00:11:33.000 yes they have English as 00:11:33.000 --> 00:11:34.000 an official language so they 00:11:34.000 --> 00:11:36.000 count in that 31 that I 00:11:36.000 --> 00:11:37.000 just mentioned, but they have 00:11:37.000 --> 00:11:39.000 another language too. 00:11:39.000 --> 00:11:40.000 So I probably shouldn't count them 00:11:40.000 --> 00:11:41.000 when I say the 31. 00:11:41.000 --> 00:11:44.000 New Mexico has English and Spanish 00:11:44.000 --> 00:11:45.000 as official. 00:11:45.000 --> 00:11:47.000 Louisiana has English and -- French. 00:11:47.000 --> 00:11:48.000 Very good. 00:11:48.000 --> 00:11:51.000 Hawaii has English and? Hawaiian. 00:11:51.000 --> 00:11:52.000 And Alaska actually has a 00:11:52.000 --> 00:11:54.000 number of indigenous languages 00:11:54.000 --> 00:11:56.000 as co-official with English. 00:11:56.000 --> 00:11:57.000 But everywhere else, 00:11:57.000 --> 00:11:59.000 so I live in Illinois 00:11:59.000 --> 00:11:60.000 and when I give this talk in Illinois 00:12:00.000 --> 00:12:01.000 people are like oh my god, 00:12:01.000 --> 00:12:02.000 Illinois is an official English state 00:12:02.000 --> 00:12:04.000 I had no idea. 00:12:04.000 --> 00:12:05.000 I'm like yeah no you didn't have any 00:12:05.000 --> 00:12:06.000 idea, neither did I, 00:12:06.000 --> 00:12:07.000 before I looked it up. 00:12:07.000 --> 00:12:08.000 The reason we didn't have any idea is 00:12:08.000 --> 00:12:09.000 because it doesn't really 00:12:09.000 --> 00:12:12.000 affect us, at least in Illinois. Right? 00:12:12.000 --> 00:12:13.000 Most people don't even know 00:12:13.000 --> 00:12:14.000 it's there, but in other states, 00:12:14.000 --> 00:12:15.000 it's there, and it's really 00:12:15.000 --> 00:12:17.000 enacted in strong ways. Okay? 00:12:17.000 --> 00:12:20.000 So if somebody gives you that 00:12:20.000 --> 00:12:22.000 stink eye, could theoretically 00:12:22.000 --> 00:12:24.000 say you know this is an official English state. 00:12:24.000 --> 00:12:25.000 Right, so that's just another thing. 00:12:25.000 --> 00:12:26.000 So what I'm trying to 00:12:26.000 --> 00:12:28.000 suggest is that this whole culture 00:12:28.000 --> 00:12:30.000 of pessimism, of negativity, 00:12:30.000 --> 00:12:31.000 of not wanting to 00:12:31.000 --> 00:12:33.000 hear other languages, right, 00:12:33.000 --> 00:12:36.000 contributes to intergenerational 00:12:36.000 --> 00:12:37.000 language shift, right. 00:12:37.000 --> 00:12:38.000 So what you have is somebody who 00:12:38.000 --> 00:12:40.000 immigrates, let's say in this case, from 00:12:40.000 --> 00:12:42.000 Mexico, right. When she comes as 00:12:42.000 --> 00:12:44.000 an adult from Mexico, let's say, 00:12:44.000 --> 00:12:45.000 in our example that she is 00:12:45.000 --> 00:12:47.000 monolingual in Spanish. Okay? 00:12:47.000 --> 00:12:49.000 And she get's here when she's 25. 00:12:49.000 --> 00:12:51.000 Alright, will she learn English? 00:12:51.000 --> 00:12:52.000 Perhaps. 00:12:52.000 --> 00:12:54.000 Depends on the job she has. 00:12:54.000 --> 00:12:55.000 Depends on how much time she 00:12:55.000 --> 00:12:56.000 she has to go study it. 00:12:56.000 --> 00:12:58.000 P.S. you don't learn 00:12:58.000 --> 00:12:60.000 English by osmosis. 00:13:00.000 --> 00:13:01.000 Right? When you have to work 00:13:01.000 --> 00:13:04.000 three jobs, yeah? 00:13:05.000 --> 00:13:06.000 you don't have time to go 00:13:06.000 --> 00:13:07.000 to an ESL class. 00:13:07.000 --> 00:13:09.000 When you've got child care issues. 00:13:09.000 --> 00:13:11.000 When you don't have transportation to 00:13:11.000 --> 00:13:12.000 get to the place. When your 00:13:12.000 --> 00:13:15.000 husband tells you no you can't go to ESL. 00:13:15.000 --> 00:13:17.000 These are all very valid reasons 00:13:17.000 --> 00:13:18.000 why some people may not 00:13:18.000 --> 00:13:19.000 learn English as well 00:13:19.000 --> 00:13:20.000 as they might have liked. 00:13:20.000 --> 00:13:22.000 Okay, but anyway, so here we 00:13:22.000 --> 00:13:23.000 have this gal. Then 00:13:23.000 --> 00:13:24.000 she has her 00:13:24.000 --> 00:13:26.000 daughter. Right here 00:13:26.000 --> 00:13:28.000 In Monmouth, okay. Is she 00:13:28.000 --> 00:13:30.000 going to know English? 00:13:30.000 --> 00:13:31.000 She's growing up here in the US, 00:13:31.000 --> 00:13:33.000 her English is gonna sound like, 00:13:33.000 --> 00:13:34.000 you know, mine. 00:13:34.000 --> 00:13:35.000 It's gonna just sound like 00:13:35.000 --> 00:13:36.000 a regular United States 00:13:36.000 --> 00:13:37.000 sort of person probably. 00:13:37.000 --> 00:13:41.000 Will she know Spanish? 00:13:41.000 --> 00:13:46.000 Maybe. Why maybe? 00:13:46.000 --> 00:13:48.000 The mom might say 00:13:50.000 --> 00:13:51.000 And I'll put her in a 00:13:51.000 --> 00:13:52.000 all English program 00:13:52.000 --> 00:13:53.000 in school, I'm not gonna talk to 00:13:53.000 --> 00:13:54.000 her in Spanish in public, 00:13:54.000 --> 00:13:56.000 Alright. There are a number of different 00:13:56.000 --> 00:13:58.000 factors that will contribute to 00:13:58.000 --> 00:13:60.000 whether or not this gal 00:14:00.000 --> 00:14:02.000 develops Spanish proficiency or not. 00:14:02.000 --> 00:14:03.000 Does she go back to Mexico every summer? 00:14:03.000 --> 00:14:04.000 Does she hangout in the 00:14:05.000 --> 00:14:06.000 every summer? 00:14:06.000 --> 00:14:08.000 That'll make her Spanish strong. 00:14:08.000 --> 00:14:10.000 Right? Is she the 00:14:10.000 --> 00:14:13.000 first child or the fourth child? 00:14:13.000 --> 00:14:15.000 Who's gonna have stronger Spanish? 00:14:15.000 --> 00:14:16.000 First child. Why? What's happening 00:14:16.000 --> 00:14:20.000 to that fourth child? 00:14:20.000 --> 00:14:21.000 What are the older siblings 00:14:21.000 --> 00:14:23.000 doing to that fourth child? 00:14:23.000 --> 00:14:24.000 Talking to them in English. 00:14:24.000 --> 00:14:25.000 Because they went to school 00:14:25.000 --> 00:14:27.000 That first child 00:14:27.000 --> 00:14:28.000 grows up in a 00:14:28.000 --> 00:14:30.000 monolingual home, right? Pretty much. 00:14:30.000 --> 00:14:32.000 That fourth child does not, right? 00:14:32.000 --> 00:14:33.000 Also did they 00:14:33.000 --> 00:14:34.000 put this kid 00:14:34.000 --> 00:14:36.000 in dual language school? 00:14:36.000 --> 00:14:37.000 How many of you know what 00:14:37.000 --> 00:14:38.000 a dual language school is? 00:14:38.000 --> 00:14:39.000 Oh how awesome, alright. 00:14:39.000 --> 00:14:40.000 I'm gonna talk a little bit about that 00:14:40.000 --> 00:14:42.000 later but if she's in a dual 00:14:42.000 --> 00:14:43.000 language school of course 00:14:43.000 --> 00:14:44.000 she'll have strong Spanish as well. 00:14:44.000 --> 00:14:45.000 So all these factors 00:14:45.000 --> 00:14:48.000 go -- come into play. Now, 00:14:50.000 --> 00:14:53.000 Is she gonna know Spanish? 00:14:53.000 --> 00:14:56.000 She might. 00:14:56.000 --> 00:14:58.000 What might -- so her Spanish, 00:14:58.000 --> 00:14:60.000 would we agree, could be 00:15:00.000 --> 00:15:01.000 very strong but it also could 00:15:01.000 --> 00:15:02.000 be like weak to non-existent? Yeah? 00:15:02.000 --> 00:15:04.000 What might contribute 00:15:04.000 --> 00:15:05.000 to the granddaughter's 00:15:05.000 --> 00:15:11.000 Spanish being strong? 00:15:11.000 --> 00:15:12.000 Absolutely, this is important, you know. 00:15:12.000 --> 00:15:14.000 You know what's more important? 00:15:14.000 --> 00:15:15.000 Abuela. 00:15:15.000 --> 00:15:18.000 I call this abuela factor. 00:15:18.000 --> 00:15:20.000 If Abuela's in the house watching 00:15:21.000 --> 00:15:24.000 That girl's learning some Spanish. 00:15:24.000 --> 00:15:26.000 Right? If they bring her to Mexico 00:15:26.000 --> 00:15:28.000 every single summer, 00:15:28.000 --> 00:15:29.000 that will help her Spanish. 00:15:29.000 --> 00:15:30.000 If they put her in a dual language school 00:15:30.000 --> 00:15:32.000 that will help her Spanish. 00:15:32.000 --> 00:15:34.000 Where you live, where you live. 00:15:34.000 --> 00:15:35.000 Do you live in the middle of Nebraska 00:15:35.000 --> 00:15:36.000 where there's cuatro Mexicanos 00:15:36.000 --> 00:15:38.000 or do you live in Miami 00:15:38.000 --> 00:15:40.000 where like, you know, nobody speaks 00:15:40.000 --> 00:15:41.000 English kind of thing. 00:15:41.000 --> 00:15:43.000 This is what's happening. 00:15:43.000 --> 00:15:45.000 It's happened to the Italians, 00:15:45.000 --> 00:15:46.000 it happened to the Polish, 00:15:46.000 --> 00:15:47.000 it happened to Lithuanians, 00:15:47.000 --> 00:15:48.000 it's happening to everybody. 00:15:48.000 --> 00:15:50.000 But actually, so if you ever hear 00:15:50.000 --> 00:15:52.000 like a politician say, I, 00:15:52.000 --> 00:15:53.000 you know these immigrants today 00:15:53.000 --> 00:15:54.000 they're not learning English. 00:15:54.000 --> 00:15:55.000 That's BS. 00:15:55.000 --> 00:15:57.000 They are still learning English, 00:15:57.000 --> 00:15:58.000 and in fact they're learning it 00:15:58.000 --> 00:15:59.000 more quickly today 00:15:59.000 --> 00:15:60.000 than in the past. What you're 00:16:00.000 --> 00:16:01.000 getting today, 00:16:01.000 --> 00:16:04.000 is parents who 00:16:04.000 --> 00:16:06.000 can't speak to their own children. 00:16:06.000 --> 00:16:08.000 I see this or I've heard about this in 00:16:08.000 --> 00:16:10.000 Vietnamese communities out in 00:16:10.000 --> 00:16:11.000 California, parents are working 00:16:12.000 --> 00:16:14.000 Right? They're not home to 00:16:14.000 --> 00:16:15.000 speak Vietnamese to the kids. 00:16:15.000 --> 00:16:16.000 Kids are at school, 00:16:16.000 --> 00:16:18.000 and they're learning English. 00:16:18.000 --> 00:16:19.000 So as a parent myself, 00:16:19.000 --> 00:16:20.000 I can't imagine anything 00:16:20.000 --> 00:16:21.000 more devastating than not being -- 00:16:21.000 --> 00:16:23.000 it's bad enough that grandparents 00:16:23.000 --> 00:16:24.000 can't talk to their own grandkids. 00:16:24.000 --> 00:16:25.000 How many of you have had a close 00:16:25.000 --> 00:16:27.000 relationship with your grandparents? 00:16:27.000 --> 00:16:29.000 Can you imagine not being 00:16:29.000 --> 00:16:32.000 able to communicate with them at all? 00:16:32.000 --> 00:16:33.000 This happens all the time 00:16:33.000 --> 00:16:34.000 all over the place in this country 00:16:34.000 --> 00:16:36.000 is it doesn't have to. 00:16:36.000 --> 00:16:37.000 It doesn't have to be this way. 00:16:37.000 --> 00:16:38.000 We can do things 00:16:38.000 --> 00:16:39.000 to stop that or to 00:16:39.000 --> 00:16:42.000 mitigate, right, how much that happens. 00:16:42.000 --> 00:16:43.000 Okay, so this is what 00:16:43.000 --> 00:16:45.000 we're up against here 00:16:45.000 --> 00:16:46.000 in this country. Now you will 00:16:46.000 --> 00:16:48.000 hear from some people, and 00:16:48.000 --> 00:16:49.000 and they might be very well 00:16:49.000 --> 00:16:50.000 intended people 00:16:50.000 --> 00:16:52.000 who will say, you know what, you 00:16:52.000 --> 00:16:53.000 better stop speaking Spanish 00:16:53.000 --> 00:16:54.000 to your kids. 00:16:54.000 --> 00:16:56.000 to your kids, you better stop with that 00:16:56.000 --> 00:16:57.000 Korean with your kids. 00:16:57.000 --> 00:16:59.000 Again, some of these people, 00:16:59.000 --> 00:16:60.000 maybe they just 00:17:00.000 --> 00:17:02.000 other people should know better. 00:17:02.000 --> 00:17:04.000 I've heard this from pediatricians. 00:17:04.000 --> 00:17:06.000 Doctors, you know, I don't 00:17:06.000 --> 00:17:08.000 run around telling you what to do about 00:17:08.000 --> 00:17:09.000 your, you know, 00:17:09.000 --> 00:17:10.000 gastric problems. 00:17:10.000 --> 00:17:11.000 Why do people think 00:17:11.000 --> 00:17:12.000 they can run around 00:17:12.000 --> 00:17:13.000 giving linguistic advice? 00:17:13.000 --> 00:17:14.000 Everybody speaks a language, 00:17:14.000 --> 00:17:16.000 so they're suddenly experts 00:17:16.000 --> 00:17:17.000 in language, right? 00:17:17.000 --> 00:17:18.000 So why would people 00:17:18.000 --> 00:17:20.000 I think they, again, some 00:17:20.000 --> 00:17:21.000 of them are very well intended. 00:17:21.000 --> 00:17:22.000 They might think, oh you know what, 00:17:22.000 --> 00:17:24.000 your kid is not gonna learn English 00:17:24.000 --> 00:17:26.000 as quickly if you talk to them in 00:17:26.000 --> 00:17:28.000 Korean at home. This has also 00:17:28.000 --> 00:17:29.000 been debunked. Absolutely. 00:17:29.000 --> 00:17:31.000 And I'll give you just one study. 00:17:31.000 --> 00:17:32.000 This was like, I think 200 00:17:32.000 --> 00:17:33.000 families in Boston. 00:17:33.000 --> 00:17:34.000 Half of them, they 00:17:34.000 --> 00:17:36.000 had convinced the moms, or the moms 00:17:36.000 --> 00:17:38.000 were willing or wanted 00:17:38.000 --> 00:17:39.000 to stop speaking Spanish at home. 00:17:39.000 --> 00:17:40.000 All Spanish speaking families, okay? 00:17:42.000 --> 00:17:43.000 I will speak English even if my 00:17:43.000 --> 00:17:44.000 English isn't that red 00:17:44.000 --> 00:17:45.000 hot, I'm gonna do it. 00:17:45.000 --> 00:17:47.000 At home, okay? The other half 00:17:47.000 --> 00:17:48.000 of the moms said no 00:17:48.000 --> 00:17:50.000 En esta casa hablas Espa'ol. 00:17:50.000 --> 00:17:52.000 Okay, they measured 00:17:52.000 --> 00:17:54.000 the kids' English and Spanish 00:17:54.000 --> 00:17:55.000 at the beginning of the study, 00:17:55.000 --> 00:17:57.000 and then 18 months later. 00:17:57.000 --> 00:17:58.000 Here's what they found. 00:17:58.000 --> 00:17:59.000 The kids' English, 00:17:59.000 --> 00:17:60.000 there was no difference. 00:18:00.000 --> 00:18:01.000 The kids whose mothers had 00:18:01.000 --> 00:18:03.000 shifted to English, 00:18:03.000 --> 00:18:04.000 their English vocabulary 00:18:04.000 --> 00:18:06.000 scores were no higher. 00:18:06.000 --> 00:18:08.000 You know what was different? 00:18:08.000 --> 00:18:09.000 The Spanish. 00:18:09.000 --> 00:18:10.000 The Spanish of the kids 00:18:10.000 --> 00:18:12.000 whose mothers had 00:18:12.000 --> 00:18:14.000 switched to English, 00:18:14.000 --> 00:18:15.000 went down the tubes. 00:18:15.000 --> 00:18:16.000 So these mothers who 00:18:16.000 --> 00:18:17.000 thought they were improving their 00:18:17.000 --> 00:18:18.000 kid's English did not improve their 00:18:18.000 --> 00:18:20.000 kid's English, and they 00:18:20.000 --> 00:18:21.000 threw their kid's Spanish 00:18:21.000 --> 00:18:22.000 under the bus. 00:18:22.000 --> 00:18:23.000 So was it a good idea? 00:18:23.000 --> 00:18:24.000 To shift to English? 00:18:24.000 --> 00:18:25.000 I'm not -- if you want to speak 00:18:25.000 --> 00:18:26.000 English at home, go ahead. 00:18:26.000 --> 00:18:28.000 Do it, absolutely. 00:18:28.000 --> 00:18:29.000 But don't let 00:18:29.000 --> 00:18:30.000 anybody tell you 00:18:30.000 --> 00:18:31.000 that that's the best thing 00:18:31.000 --> 00:18:32.000 to do for your kids. 00:18:32.000 --> 00:18:33.000 Because it's not, okay. 00:18:33.000 --> 00:18:34.000 So this is one reason 00:18:34.000 --> 00:18:36.000 while you will hear this 00:18:36.000 --> 00:18:37.000 I think very 00:18:37.000 --> 00:18:40.000 ill-advised advice. The other 00:18:40.000 --> 00:18:42.000 piece, or reason 00:18:42.000 --> 00:18:43.000 people might say oh you better 00:18:43.000 --> 00:18:44.000 stop speaking Spanish, 00:18:44.000 --> 00:18:45.000 they're afraid the kids 00:18:45.000 --> 00:18:47.000 are gonna get confused. 00:18:47.000 --> 00:18:48.000 Remember, what percent 00:18:48.000 --> 00:18:49.000 of people on this 00:18:49.000 --> 00:18:50.000 planet did we say 00:18:50.000 --> 00:18:52.000 are bilingual? 00:18:52.000 --> 00:18:54.000 Do you think they're all confused? 00:18:54.000 --> 00:18:56.000 Do you think, okay, 00:18:56.000 --> 00:18:57.000 when 60%, 00:18:59.000 --> 00:18:61.000 so is that we call the majority? 00:19:01.000 --> 00:19:02.000 Yeah. Is that where the word 00:19:02.000 --> 00:19:04.000 Norm comes from? 00:19:04.000 --> 00:19:08.000 Yeah. So it's normal to be bilingual. 00:19:08.000 --> 00:19:09.000 And if your kid is doing 00:19:09.000 --> 00:19:10.000 certain things, which I'm gonna show you 00:19:10.000 --> 00:19:11.000 in a second, that indicate 00:19:11.000 --> 00:19:13.000 mixing of languages, that tells me 00:19:13.000 --> 00:19:16.000 that it's normal. 00:19:16.000 --> 00:19:17.000 If 60% 00:19:17.000 --> 00:19:18.000 of a population, or maybe 00:19:18.000 --> 00:19:20.000 even 65% of a population 00:19:20.000 --> 00:19:22.000 of whatever does something, 00:19:22.000 --> 00:19:24.000 that tells me that that something 00:19:24.000 --> 00:19:26.000 is normal for that population. 00:19:26.000 --> 00:19:28.000 But yet, in this planet 00:19:28.000 --> 00:19:29.000 we seem to value 00:19:29.000 --> 00:19:31.000 monolingualism like some big thing. 00:19:31.000 --> 00:19:32.000 We have books about the 00:19:32.000 --> 00:19:33.000 bilingual. I've never seen a 00:19:33.000 --> 00:19:34.000 book called the monolingual. 00:19:34.000 --> 00:19:36.000 Like, nobody would read that, right? 00:19:36.000 --> 00:19:38.000 So, why do we think, 00:19:38.000 --> 00:19:40.000 and if you're gonna be bilingual 00:19:40.000 --> 00:19:42.000 you better pass for monolingual 00:19:42.000 --> 00:19:44.000 in each of your languages. 00:19:44.000 --> 00:19:46.000 Because only then 00:19:46.000 --> 00:19:48.000 are you a good bilingual. 00:19:50.000 --> 00:19:52.000 don't do that. Like we're just 00:19:52.000 --> 00:19:53.000 we're weird. Okay, so 00:19:53.000 --> 00:19:54.000 this is what's going on here. 00:19:54.000 --> 00:19:56.000 Like I just alluded to, 00:19:56.000 --> 00:19:58.000 some people mistake for 00:19:58.000 --> 00:19:60.000 confusion the fact that their 00:20:00.000 --> 00:20:02.000 kid mixes languages. 00:20:02.000 --> 00:20:03.000 Okay I had this hairdresser, 00:20:03.000 --> 00:20:04.000 she was speaking Greek to her 00:20:04.000 --> 00:20:05.000 daughter. One day I asked her 00:20:05.000 --> 00:20:06.000 how's the Greek going with -- 00:20:06.000 --> 00:20:08.000 Oh no I had to stop. 00:20:08.000 --> 00:20:09.000 What do you mean you 00:20:09.000 --> 00:20:10.000 had to stop? And I think 00:20:10.000 --> 00:20:11.000 at this point she was starting 00:20:11.000 --> 00:20:12.000 to regret 00:20:12.000 --> 00:20:14.000 that I was her client. 00:20:14.000 --> 00:20:15.000 you had to stop? 00:20:15.000 --> 00:20:18.000 daughter was starting to get confused. 00:20:18.000 --> 00:20:20.000 And then you know I just 00:20:20.000 --> 00:20:21.000 started giving her articles, 00:20:21.000 --> 00:20:22.000 and I was like calling her at work, 00:20:22.000 --> 00:20:23.000 and I'm just like, listen 00:20:23.000 --> 00:20:24.000 your daughter's not confused, 00:20:24.000 --> 00:20:25.000 that's not what happens. 00:20:25.000 --> 00:20:26.000 It's not what happens at all. 00:20:26.000 --> 00:20:27.000 When you mix 00:20:27.000 --> 00:20:29.000 languages, we have a fancy 00:20:29.000 --> 00:20:30.000 you've heard this word, 00:20:30.000 --> 00:20:32.000 code switching. Right? 00:20:33.000 --> 00:20:34.000 Sometimes you don't even realize 00:20:34.000 --> 00:20:36.000 you're doing it. Some people think 00:20:36.000 --> 00:20:37.000 it's a bad thing to do. 00:20:37.000 --> 00:20:40.000 And they're like I never do that. 00:20:43.000 --> 00:20:45.000 You're crazy. Yeah? 00:20:45.000 --> 00:20:47.000 The thing is its follows rules. 00:20:47.000 --> 00:20:48.000 You can't change wherever you want. 00:20:48.000 --> 00:20:50.000 Like you can't say 00:20:50.000 --> 00:20:53.000 Why didn't -- 00:20:53.000 --> 00:20:55.000 Or, yeah she no wanted, 00:20:55.000 --> 00:20:57.000 Or, yeah she no wanted la, 00:20:57.000 --> 00:20:60.000 like you just can't, it's not random. 00:21:00.000 --> 00:21:04.000 It follows rules, okay. It follows 00:21:04.000 --> 00:21:05.000 just like everything else in English. 00:21:05.000 --> 00:21:10.000 cars convertible better are? 00:21:10.000 --> 00:21:12.000 That's not an English sentence. 00:21:12.000 --> 00:21:13.000 Right, nobody says that 00:21:13.000 --> 00:21:14.000 because there are rules in English. 00:21:14.000 --> 00:21:15.000 Well there are rules 00:21:15.000 --> 00:21:16.000 for code switching as well. 00:21:16.000 --> 00:21:18.000 And if you code switch, guess what? 00:21:18.000 --> 00:21:20.000 It means your English is 00:21:20.000 --> 00:21:22.000 strong and your Spanish is strong. 00:21:22.000 --> 00:21:23.000 Because for you to go 00:21:23.000 --> 00:21:24.000 back and forth at the right 00:21:24.000 --> 00:21:25.000 switch points means that you -- 00:21:25.000 --> 00:21:26.000 if your Spanish was really weak, 00:21:26.000 --> 00:21:28.000 you wouldn't do it. 00:21:28.000 --> 00:21:30.000 Right? And if you're like an immigrant 00:21:30.000 --> 00:21:32.000 person and you only know Spanish or 00:21:32.000 --> 00:21:33.000 English isn't too red hot, 00:21:33.000 --> 00:21:36.000 You might borrow a word here and there, 00:21:40.000 --> 00:21:41.000 Right? You've got to be 00:21:41.000 --> 00:21:44.000 And it's a mark of a bilingual identity. 00:21:44.000 --> 00:21:45.000 I really want, I want you to 00:21:45.000 --> 00:21:46.000 shed this stigma. 00:21:46.000 --> 00:21:48.000 You know I get students 00:21:50.000 --> 00:21:51.000 I don't speak Spanish, 00:21:51.000 --> 00:21:54.000 I speak Spanglish. 00:21:54.000 --> 00:21:56.000 And I say you should be really 00:21:56.000 --> 00:21:57.000 proud of that. You should be 00:21:57.000 --> 00:21:59.000 proud of your Spanglish. 00:21:59.000 --> 00:21:61.000 I speak Arabish. 00:22:02.000 --> 00:22:05.000 I speak Chinglish. 00:22:08.000 --> 00:22:09.000 I told them you should be 00:22:09.000 --> 00:22:10.000 proud of that. 00:22:10.000 --> 00:22:12.000 Listen, you have two legs. 00:22:12.000 --> 00:22:13.000 Does anybody make 00:22:13.000 --> 00:22:14.000 fun of you because you don't 00:22:14.000 --> 00:22:16.000 walk, hop around on one? 00:22:16.000 --> 00:22:17.000 No, you use 00:22:17.000 --> 00:22:18.000 both your legs. 00:22:18.000 --> 00:22:20.000 Use both your languages. 00:22:20.000 --> 00:22:22.000 Okay? Now it is true, 00:22:22.000 --> 00:22:24.000 that in certain registers when we write 00:22:24.000 --> 00:22:25.000 essays, or we speak to dignitaries, 00:22:25.000 --> 00:22:27.000 or we do certain things, 00:22:27.000 --> 00:22:29.000 we probably don't want to code switch. 00:22:29.000 --> 00:22:31.000 Right? So yeah, you come to high school, 00:22:31.000 --> 00:22:32.000 you come to the university, 00:22:34.000 --> 00:22:36.000 but we do that in your English too. 00:22:36.000 --> 00:22:38.000 You don't meet the president of 00:22:38.000 --> 00:22:39.000 A country and go 00:22:39.000 --> 00:22:40.000 yo bro how's it going, like 00:22:40.000 --> 00:22:41.000 you don't do that. 00:22:41.000 --> 00:22:44.000 You learn formal, right? 00:22:44.000 --> 00:22:46.000 So there's nothing wrong with Spanglish. 00:22:46.000 --> 00:22:47.000 If you're gonna say I speak 00:22:47.000 --> 00:22:48.000 Spanglish, you say it with pride. 00:22:48.000 --> 00:22:51.000 I speak Spanglish. I do. 00:22:51.000 --> 00:22:52.000 And learning about the forms 00:22:52.000 --> 00:22:53.000 of Spanglish can be very, very 00:22:53.000 --> 00:22:54.000 empowering, right? 00:22:57.000 --> 00:22:58.000 who always make fun of her, 00:23:00.000 --> 00:23:02.000 You speak like a gringa. 00:23:06.000 --> 00:23:07.000 Right? What I tell my students is 00:23:07.000 --> 00:23:08.000 that you can turn around and 00:23:08.000 --> 00:23:09.000 say you know what 00:23:16.000 --> 00:23:18.000 You know? Now you try it. 00:23:18.000 --> 00:23:20.000 I like to give personal examples. 00:23:20.000 --> 00:23:21.000 I don't want -- I give this talk 00:23:21.000 --> 00:23:23.000 to a lot of parents, and I don't 00:23:23.000 --> 00:23:24.000 want them to think 00:23:26.000 --> 00:23:28.000 You know, so these are my kids, 00:23:28.000 --> 00:23:29.000 and when they were little, 00:23:29.000 --> 00:23:32.000 they said all kinds of stuff that 00:23:32.000 --> 00:23:33.000 so check it out. 00:23:33.000 --> 00:23:35.000 When you report child data, 00:23:35.000 --> 00:23:36.000 the first number is how many 00:23:36.000 --> 00:23:37.000 years old they were, 00:23:37.000 --> 00:23:38.000 and then there's a semi colon 00:23:38.000 --> 00:23:40.000 and then the second number 00:23:40.000 --> 00:23:41.000 is how many months old they were. 00:23:41.000 --> 00:23:42.000 So you can see how old my 00:23:42.000 --> 00:23:43.000 kids were when they said, 00:23:43.000 --> 00:23:45.000 Yo soy big boy, 00:23:45.000 --> 00:23:48.000 I don wan paint any mas, 00:23:48.000 --> 00:23:50.000 Yo quiero mi own jugo. 00:23:53.000 --> 00:23:54.000 Alright. 00:23:55.000 --> 00:23:58.000 Santa Clos me bringo los regalos. 00:23:58.000 --> 00:23:59.000 Quiero ir a Grammy's casa. 00:23:59.000 --> 00:23:61.000 Alright, you spend a lot 00:24:01.000 --> 00:24:02.000 of time telling kids 00:24:02.000 --> 00:24:05.000 no gritas. 00:24:09.000 --> 00:24:12.000 They say papi don't greet. 00:24:12.000 --> 00:24:13.000 Alright? 00:24:13.000 --> 00:24:16.000 Alright? 00:24:17.000 --> 00:24:20.000 Papi peesed me. He peesed me, right? 00:24:20.000 --> 00:24:22.000 Now, I get it that a 00:24:22.000 --> 00:24:24.000 normal parent is gonna freak out 00:24:24.000 --> 00:24:25.000 and say oh my god, 00:24:25.000 --> 00:24:27.000 I'm ruining my child. 00:24:27.000 --> 00:24:29.000 Like my child's gonna be like 00:24:32.000 --> 00:24:33.000 Right? 00:24:33.000 --> 00:24:34.000 But I'm a linguist, 00:24:34.000 --> 00:24:35.000 I study this stuff. I 00:24:35.000 --> 00:24:36.000 ran down and wrote it 00:24:36.000 --> 00:24:37.000 and I'm telling you about it 00:24:38.000 --> 00:24:40.000 Right? Because I know 00:24:40.000 --> 00:24:41.000 it's normal. 00:24:41.000 --> 00:24:42.000 So I consider that part of my 00:24:42.000 --> 00:24:43.000 like mission on 00:24:43.000 --> 00:24:44.000 this planet is to 00:24:44.000 --> 00:24:46.000 tell other parents it's normal, 00:24:46.000 --> 00:24:48.000 it's okay, keep speaking 00:24:48.000 --> 00:24:49.000 Spanish to your child. 00:24:49.000 --> 00:24:52.000 Keep doing it. You're not 00:24:52.000 --> 00:24:53.000 ruining your kid. 00:24:53.000 --> 00:24:54.000 In fact, we're gonna see some evidence 00:24:54.000 --> 00:24:55.000 in a second that you're 00:24:55.000 --> 00:24:56.000 actually helping your 00:24:56.000 --> 00:24:57.000 child in ways that you 00:24:57.000 --> 00:24:58.000 will never, that child will 00:24:58.000 --> 00:24:60.000 never ever be 00:25:02.000 --> 00:25:03.000 There's stuff that goes on 00:25:03.000 --> 00:25:04.000 when kids are little 00:25:04.000 --> 00:25:05.000 that you've got to do 00:25:05.000 --> 00:25:06.000 while they're little. 00:25:07.000 --> 00:25:08.000 Okay? 00:25:08.000 --> 00:25:09.000 So these things are 00:25:09.000 --> 00:25:10.000 absolutely normal. We 00:25:10.000 --> 00:25:11.000 have to keep in mind 00:25:16.000 --> 00:25:17.000 This is what we talked about earlier. 00:25:17.000 --> 00:25:18.000 People think you have to be 00:25:18.000 --> 00:25:20.000 a monolingual English 00:25:20.000 --> 00:25:22.000 speaker and a monolingual 00:25:22.000 --> 00:25:23.000 Spanish speaker, and that 00:25:23.000 --> 00:25:24.000 you can do like a train tracks. 00:25:24.000 --> 00:25:25.000 Just go back and forth. 00:25:25.000 --> 00:25:27.000 Not how the brain works. 00:25:27.000 --> 00:25:29.000 Not how it works at all. 00:25:29.000 --> 00:25:30.000 switching their languages 00:25:30.000 --> 00:25:32.000 it's completely natural 00:25:32.000 --> 00:25:33.000 and normal, and it's a 00:25:33.000 --> 00:25:34.000 practice that we need to 00:25:34.000 --> 00:25:35.000 start embracing 00:25:35.000 --> 00:25:36.000 a lot more. 00:25:36.000 --> 00:25:38.000 Okay, benefits of bilingualism, 00:25:38.000 --> 00:25:39.000 everywhere you look 00:25:39.000 --> 00:25:41.000 there's like a new study, right. 00:25:41.000 --> 00:25:42.000 It's better for academics, 00:25:42.000 --> 00:25:43.000 bilinguals are smarter, 00:25:43.000 --> 00:25:44.000 we have cognitive benefits, 00:25:44.000 --> 00:25:45.000 social benefits, 00:25:45.000 --> 00:25:48.000 we dress better, we're sexier. 00:25:48.000 --> 00:25:49.000 All these things are true 00:25:49.000 --> 00:25:50.000 about bilinguals. 00:25:50.000 --> 00:25:52.000 All the different studies that they 00:25:52.000 --> 00:25:53.000 do and it doesn't matter 00:25:53.000 --> 00:25:54.000 what language it is. 00:25:54.000 --> 00:25:55.000 It doesn't matter if you speak a 00:25:55.000 --> 00:25:56.000 language from 00:25:59.000 --> 00:25:60.000 and there's like ten people 00:26:00.000 --> 00:26:01.000 who speak it. 00:26:01.000 --> 00:26:02.000 That's still great. 00:26:02.000 --> 00:26:03.000 The brain doesn't care. 00:26:03.000 --> 00:26:04.000 The brain doesn't care. 00:26:04.000 --> 00:26:05.000 And then when you go on 00:26:05.000 --> 00:26:06.000 to learn another language, 00:26:06.000 --> 00:26:08.000 right, your third or fourth 00:26:08.000 --> 00:26:09.000 language, you're better equipped 00:26:09.000 --> 00:26:10.000 to do so because you have 00:26:10.000 --> 00:26:12.000 that other language in there first. 00:26:12.000 --> 00:26:13.000 They've also found that the age of 00:26:13.000 --> 00:26:16.000 onset of dementia 00:26:16.000 --> 00:26:18.000 is delayed among bilinguals. 00:26:18.000 --> 00:26:23.000 Minimum, average of four years -- see 00:26:23.000 --> 00:26:27.000 see how I just did that? Am I confused? 00:26:27.000 --> 00:26:29.000 Right. The average is 4 years later. 00:26:29.000 --> 00:26:31.000 The maximum that they found 00:26:31.000 --> 00:26:32.000 is 10 years later. 00:26:32.000 --> 00:26:34.000 Do we know why? No. 00:26:34.000 --> 00:26:35.000 We don't know why, 00:26:35.000 --> 00:26:36.000 but we just know that it's true. 00:26:36.000 --> 00:26:39.000 Okay? So. Basically what we're doing 00:26:39.000 --> 00:26:40.000 to these children who show up 00:26:40.000 --> 00:26:42.000 in kindergarten with beautiful Arabic, 00:26:42.000 --> 00:26:44.000 beautiful Polish, 00:26:44.000 --> 00:26:46.000 beautiful language systems that 00:26:46.000 --> 00:26:48.000 we as adults would take years and years 00:26:48.000 --> 00:26:49.000 and years to learn, 00:26:50.000 --> 00:26:52.000 and we either actively erase it, 00:26:52.000 --> 00:26:54.000 through school policies which 00:26:54.000 --> 00:26:55.000 I'll come back to in a second, 00:26:55.000 --> 00:26:57.000 or we just, we let it die. 00:26:57.000 --> 00:26:60.000 or we just, we let it die. 00:27:00.000 --> 00:27:01.000 Alright, that's exactly what we're doing. 00:27:01.000 --> 00:27:02.000 Now, what about 00:27:02.000 --> 00:27:04.000 gueritos like this kid, right, 00:27:04.000 --> 00:27:06.000 speaks English. When do we 00:27:06.000 --> 00:27:08.000 typically 00:27:08.000 --> 00:27:10.000 right, when 00:27:10.000 --> 00:27:12.000 do they begin, when do we in this country 00:27:12.000 --> 00:27:16.000 normally begin studying a foreign language? 00:27:16.000 --> 00:27:18.000 High school. How old are you in high school? 00:27:18.000 --> 00:27:21.000 Is that a good time to start 00:27:21.000 --> 00:27:23.000 learning another language? 00:27:23.000 --> 00:27:25.000 I'm gonna say no based on 00:27:25.000 --> 00:27:28.000 you know, a thousand research 00:27:28.000 --> 00:27:30.000 studies that say, you know, earlier 00:27:30.000 --> 00:27:32.000 is better. Why do we do this people? 00:27:32.000 --> 00:27:36.000 Why? Why do we start in high school? 00:27:36.000 --> 00:27:38.000 It's just, I --. 00:27:38.000 --> 00:27:39.000 And then you get this, 00:27:39.000 --> 00:27:42.000 who can finish this sentence? 00:27:42.000 --> 00:27:44.000 Now if this is true for 00:27:44.000 --> 00:27:46.000 you, I am not wagging my finger at you 00:27:46.000 --> 00:27:48.000 and saying oh my god you studied three 00:27:48.000 --> 00:27:49.000 years of French in high school 00:27:49.000 --> 00:27:52.000 how terrible you are. No, what I'm saying 00:27:52.000 --> 00:27:53.000 is you grew up in a system that 00:27:53.000 --> 00:27:56.000 did too little too late. 00:27:56.000 --> 00:27:58.000 Okay? We know 00:27:58.000 --> 00:27:60.000 that language learning before ages 8 and 10 00:28:00.000 --> 00:28:02.000 is very very different. It goes to a different 00:28:02.000 --> 00:28:04.000 part of the brain. Now, back in the 00:28:04.000 --> 00:28:06.000 day, 1/3 of our K-5 00:28:06.000 --> 00:28:08.000 schools and 3/4 of our middle schools 00:28:08.000 --> 00:28:11.000 offered languages. Okay? Now, whether 00:28:11.000 --> 00:28:13.000 they offered them well, that's something 00:28:13.000 --> 00:28:16.000 we can discuss, okay, if you had 00:28:16.000 --> 00:28:18.000 half an hour a day, three times a week 00:28:18.000 --> 00:28:20.000 and you were the first thing to get cancelled 00:28:20.000 --> 00:28:22.000 for any reason, right? I once had 00:28:22.000 --> 00:28:23.000 a group of teachers and they 00:28:23.000 --> 00:28:24.000 were lovely people. 00:28:24.000 --> 00:28:26.000 Chicago Public Schools had hired them. 00:28:26.000 --> 00:28:27.000 They had no training in how to teach 00:28:27.000 --> 00:28:29.000 but we were desperate. 00:28:29.000 --> 00:28:30.000 We want languages in the elementary schools, 00:28:30.000 --> 00:28:32.000 fine, you're a plumber in Colombia, 00:28:32.000 --> 00:28:34.000 you're gonna come be a teacher now. 00:28:34.000 --> 00:28:36.000 Okay, and then I'm there to 00:28:36.000 --> 00:28:37.000 give them a language methods class. 00:28:37.000 --> 00:28:39.000 So I would ask them, -- in first grade 00:28:39.000 --> 00:28:40.000 in your Spanish class, they'd be like 00:28:40.000 --> 00:28:41.000 oh you know colors, 00:28:41.000 --> 00:28:43.000 numbers, days of the week. I'm like 00:28:44.000 --> 00:28:46.000 in second grade? 00:28:46.000 --> 00:28:48.000 Colors, numbers, 00:28:48.000 --> 00:28:49.000 days of the week, 00:28:49.000 --> 00:28:51.000 and the months of the year. 00:28:51.000 --> 00:28:54.000 Okay, what about third grade? 00:28:54.000 --> 00:28:56.000 Colors, numbers, days of the week 00:28:56.000 --> 00:28:57.000 month of the year, -- they learn 00:28:57.000 --> 00:28:60.000 a song about pinatas. Like really? 00:29:00.000 --> 00:29:02.000 That's not good 00:29:03.000 --> 00:29:05.000 communicative goals there. 00:29:05.000 --> 00:29:06.000 Right? But I mean at least it was 00:29:06.000 --> 00:29:08.000 something, okay fine. Let's give it 00:29:08.000 --> 00:29:09.000 that, this is what it used to be. 00:29:09.000 --> 00:29:12.000 Then, No Child Left Behind comes along 00:29:12.000 --> 00:29:13.000 Okay, some of y'all probably don't 00:29:13.000 --> 00:29:15.000 remember No Child Left Behind. 00:29:15.000 --> 00:29:16.000 Do you think our language programs 00:29:16.000 --> 00:29:19.000 increased or decreased? 00:29:19.000 --> 00:29:21.000 They absolutely decreased. 00:29:21.000 --> 00:29:23.000 And this data that you're 00:29:23.000 --> 00:29:24.000 seeing here is from 2008, 00:29:24.000 --> 00:29:26.000 I don't know why the most 00:29:26.000 --> 00:29:28.000 recent data that we have 00:29:28.000 --> 00:29:30.000 combines the K-12, I don't know why 00:29:30.000 --> 00:29:31.000 It doesn't separate like the other stuff did. 00:29:31.000 --> 00:29:33.000 But look how low that is. 00:29:33.000 --> 00:29:36.000 An average of 20% of kids in this country 00:29:36.000 --> 00:29:38.000 are getting any language education. 00:29:38.000 --> 00:29:39.000 Now it does vary by state. 00:29:39.000 --> 00:29:41.000 Anybody here from New Jersey by any chance? 00:29:41.000 --> 00:29:44.000 Woo, Jersey, 51% 00:29:44.000 --> 00:29:46.000 of people. Did you have language 00:29:46.000 --> 00:29:48.000 education in elementary school? 00:29:48.000 --> 00:29:50.000 Okay so you were the other 49%. 00:29:50.000 --> 00:29:52.000 That's okay. No problem. 00:29:52.000 --> 00:29:54.000 And then you've got -- Arizona, New Mexico 00:29:54.000 --> 00:29:56.000 Arkansa you know where like -3% 00:29:56.000 --> 00:29:58.000 of students are getting any kind 00:29:58.000 --> 00:29:60.000 of foreign language education. 00:30:00.000 --> 00:30:02.000 And -- if you think about it, 00:30:02.000 --> 00:30:04.000 the time it takes to 00:30:04.000 --> 00:30:06.000 gain basic proficiency 00:30:06.000 --> 00:30:08.000 in different languages, we are investing 00:30:08.000 --> 00:30:11.000 so much time and money in this, 00:30:11.000 --> 00:30:12.000 that to me it's criminal that 00:30:12.000 --> 00:30:13.000 we take a little kid, 00:30:13.000 --> 00:30:16.000 who speaks Cantonese or 00:30:16.000 --> 00:30:18.000 Korean, or Hungarian, right, 00:30:18.000 --> 00:30:20.000 and we basically just beat it out of them. 00:30:20.000 --> 00:30:21.000 Or we neglect it, right? 00:30:21.000 --> 00:30:23.000 When we're investing all this time 00:30:23.000 --> 00:30:25.000 and money in learning these languages. 00:30:25.000 --> 00:30:26.000 It's just completely counterintuitive. 00:30:26.000 --> 00:30:29.000 So instead of No Child Left Behind, 00:30:29.000 --> 00:30:31.000 which thankfully went away, 00:30:31.000 --> 00:30:32.000 Couldn't we conceive this as 00:30:32.000 --> 00:30:34.000 No Child Left Monolingual? 00:30:34.000 --> 00:30:36.000 Can you imagine living in a country 00:30:36.000 --> 00:30:37.000 where no child graduates 00:30:37.000 --> 00:30:40.000 from high school monolingual? 00:30:40.000 --> 00:30:42.000 And that's why I gave this little 00:30:42.000 --> 00:30:44.000 TEDx talk called No Child Left Monolingual 00:30:44.000 --> 00:30:46.000 and I just looked the other day, 00:30:46.000 --> 00:30:48.000 and yeah I'm gonna brag a little bit, 00:30:48.000 --> 00:30:50.000 It's got -- 82,000 00:30:50.000 --> 00:30:52.000 views and only 81,000 00:30:52.000 --> 00:30:55.000 were my mother so, so there's some 00:30:55.000 --> 00:30:56.000 classes that are watching 00:30:56.000 --> 00:30:57.000 this video and that, you know that 00:30:57.000 --> 00:30:60.000 makes me very very happy. So I've just 00:31:00.000 --> 00:31:02.000 outlined for you two problems, okay, 00:31:02.000 --> 00:31:04.000 with language education in this country. 00:31:04.000 --> 00:31:05.000 With our heritage speakers we neglect 00:31:05.000 --> 00:31:08.000 or actively erase their heritage languages. 00:31:08.000 --> 00:31:10.000 When they turn 14 we're like 00:31:10.000 --> 00:31:12.000 now you can study. Your 00:31:12.000 --> 00:31:13.000 language, and it's like what happened 00:31:13.000 --> 00:31:14.000 to all those years in between? Like 00:31:14.000 --> 00:31:15.000 you know we could've been 00:31:15.000 --> 00:31:16.000 developing your literacy, 00:31:16.000 --> 00:31:18.000 it's a -- and then with 00:31:18.000 --> 00:31:20.000 foreign language programs we start too late, 00:31:20.000 --> 00:31:22.000 and we frequently focus on grammar. 00:31:22.000 --> 00:31:24.000 We still do this y'all. 00:31:24.000 --> 00:31:25.000 Some of you may have taken language 00:31:25.000 --> 00:31:28.000 foreign language education pedagogy 00:31:28.000 --> 00:31:29.000 courses, where you've learned about 00:31:29.000 --> 00:31:30.000 communicative methods but guess what 00:31:30.000 --> 00:31:32.000 people are still doing out there? 00:31:32.000 --> 00:31:38.000 Yo voy tu vas el va -- Right? 00:31:38.000 --> 00:31:40.000 So you know -- I lived in Mexico for 00:31:40.000 --> 00:31:41.000 a couple years, you know how many 00:31:41.000 --> 00:31:42.000 times somebody came up 00:31:42.000 --> 00:31:45.000 to me and said yo voy tu vas el va? 00:31:45.000 --> 00:31:48.000 Zero times. Right? That's not 00:31:48.000 --> 00:31:49.000 how languages are learned but 00:31:49.000 --> 00:31:51.000 we still do it so then we get the 00:31:51.000 --> 00:31:53.000 Homer Simpson scenario. 00:31:53.000 --> 00:31:54.000 There's not a lot of things in life 00:31:54.000 --> 00:31:56.000 that have a magic bullet 00:31:56.000 --> 00:31:58.000 solution but guess what, this does. 00:31:58.000 --> 00:31:60.000 And it's called dual language education. 00:32:00.000 --> 00:32:02.000 Dual language education deals with 00:32:02.000 --> 00:32:04.000 both of these problems. It's not perfect 00:32:04.000 --> 00:32:06.000 there's issues, but it really does handle. 00:32:06.000 --> 00:32:07.000 So let me back up before I tell you what 00:32:07.000 --> 00:32:08.000 dual language is and what it does. 00:32:08.000 --> 00:32:12.000 When a kid shows up to school, 00:32:12.000 --> 00:32:13.000 and the school tests that kid and says 00:32:13.000 --> 00:32:15.000 you know what your English isn't quite 00:32:15.000 --> 00:32:17.000 where it needs to be to be in a 00:32:17.000 --> 00:32:19.000 mainstream classroom, okay. 00:32:19.000 --> 00:32:21.000 The school has to provide that kid with 00:32:21.000 --> 00:32:23.000 something by law 00:32:23.000 --> 00:32:25.000 since, what is it, 1975? 00:32:25.000 --> 00:32:27.000 Lau v. Nichols? Yeah? 00:32:27.000 --> 00:32:29.000 The Supreme Court -- get this. Bunch of 00:32:29.000 --> 00:32:31.000 Chinese families in San Francisco said, 00:32:31.000 --> 00:32:33.000 you know what? You've got this free 00:32:33.000 --> 00:32:34.000 access to education and stuff, well 00:32:34.000 --> 00:32:36.000 guess what? My kid isn't getting access 00:32:36.000 --> 00:32:37.000 because she only speaks Chinese, 00:32:37.000 --> 00:32:39.000 she doesn't speak English. 00:32:39.000 --> 00:32:42.000 And the Supreme Court said, you're right. 00:32:42.000 --> 00:32:44.000 Like, can you even imagine that happening today? 00:32:46.000 --> 00:32:48.000 of all the Civil Rights stuff right? 00:32:48.000 --> 00:32:49.000 The Supreme Court said if a kid 00:32:49.000 --> 00:32:50.000 shows up to a school and doesn't 00:32:50.000 --> 00:32:52.000 speak English, it's the school's 00:32:52.000 --> 00:32:55.000 responsibility to educate that child. 00:32:55.000 --> 00:32:56.000 Figure it out. They didn't say what 00:32:56.000 --> 00:32:58.000 you had to do. But they said, 00:32:58.000 --> 00:32:59.000 schools, you gotta just figure it out. 00:32:59.000 --> 00:32:61.000 It is illegal to take a child who's 00:33:01.000 --> 00:33:03.000 English isn't strong enough, put them in the 00:33:03.000 --> 00:33:05.000 all English class and say good luck mijo. 00:33:05.000 --> 00:33:08.000 That's illegal, okay. So the 00:33:08.000 --> 00:33:10.000 schools typically do one of 00:33:10.000 --> 00:33:12.000 three different things. 00:33:12.000 --> 00:33:14.000 Number one, they'll give them an 00:33:14.000 --> 00:33:16.000 entirely English curriculum, but with some 00:33:16.000 --> 00:33:17.000 kind of support. 00:33:17.000 --> 00:33:18.000 That support can be called 00:33:18.000 --> 00:33:21.000 ESL, which stands for? 00:33:21.000 --> 00:33:22.000 English as a Second Language. 00:33:22.000 --> 00:33:24.000 Or it could be sheltered 00:33:24.000 --> 00:33:26.000 English, it could be -- there's different 00:33:26.000 --> 00:33:28.000 names for this, okay, but not a 00:33:28.000 --> 00:33:30.000 syllable of Spanish or Turkish 00:33:30.000 --> 00:33:32.000 or Korean is used. 00:33:32.000 --> 00:33:33.000 In this kind of program. 00:33:33.000 --> 00:33:35.000 Door number 2 is what we call bilingual. 00:33:35.000 --> 00:33:36.000 You will notice that I have 00:33:36.000 --> 00:33:37.000 quotes around this word. 00:33:37.000 --> 00:33:38.000 I will explain why in a 00:33:38.000 --> 00:33:40.000 moment, and I hope my 00:33:40.000 --> 00:33:42.000 colleagues in bilingual ed will agree with me. 00:33:42.000 --> 00:33:44.000 There's nothing bilingual about 00:33:44.000 --> 00:33:46.000 the goals of this 00:33:46.000 --> 00:33:47.000 program. The methods might 00:33:47.000 --> 00:33:48.000 be bilingual, but the 00:33:48.000 --> 00:33:50.000 goals are not. So 00:33:50.000 --> 00:33:52.000 these programs, and I'm 00:33:52.000 --> 00:33:53.000 using Spanish in my example, 00:33:53.000 --> 00:33:54.000 but you could fill in whatever language 00:33:54.000 --> 00:33:56.000 you want. Oh, typically 00:33:56.000 --> 00:33:58.000 if you've got 20 kids or more, 00:33:58.000 --> 00:33:60.000 in some states, I think there's 6 00:34:00.000 --> 00:34:01.000 states where if you've got 20 kids 00:34:01.000 --> 00:34:03.000 who speak Gujarati, you can't do that anymore 00:34:03.000 --> 00:34:04.000 you have to do this now. 00:34:04.000 --> 00:34:07.000 Okay? Not all the states but some states. 00:34:07.000 --> 00:34:08.000 Okay? Illinois is like that. 00:34:08.000 --> 00:34:10.000 If you have 19 kids who speak Korean, 00:34:10.000 --> 00:34:12.000 they're getting that. Typically. 00:34:14.000 --> 00:34:15.000 a Korean teacher and give them this. 00:34:15.000 --> 00:34:17.000 Okay. So 25% of the day is taught in the 00:34:17.000 --> 00:34:20.000 non-English language, but look it only goes 00:34:20.000 --> 00:34:22.000 grades K-3. So the hope is that 00:34:22.000 --> 00:34:24.000 by 3rd grade, this kid can get kicked out, 00:34:24.000 --> 00:34:27.000 and go into the mainstream English classroom. 00:34:27.000 --> 00:34:28.000 What happens to their Spanish 00:34:28.000 --> 00:34:32.000 after they do that? 00:34:33.000 --> 00:34:35.000 Some people, they might maintain 00:34:35.000 --> 00:34:36.000 their language through lots of 00:34:36.000 --> 00:34:39.000 other means, but some children, 00:34:39.000 --> 00:34:40.000 once they exit 00:34:40.000 --> 00:34:41.000 transitional bilingual education, 00:34:41.000 --> 00:34:45.000 will never ever see a Spanish text again. 00:34:45.000 --> 00:34:48.000 Ever. So, that's why I say, 00:34:51.000 --> 00:34:53.000 Bi- means two. What is the goal of 00:34:53.000 --> 00:34:56.000 these programs? English. Nobody cares 00:34:56.000 --> 00:34:58.000 what happens to your Chinese 00:34:58.000 --> 00:34:59.000 after you exit these programs. 00:34:59.000 --> 00:34:60.000 That's why I say they're not 00:35:00.000 --> 00:35:01.000 really bilingual. 00:35:01.000 --> 00:35:04.000 The truly bilingual program 00:35:04.000 --> 00:35:05.000 are these right here. 00:35:05.000 --> 00:35:07.000 Dual, or two way immersion, they have 00:35:07.000 --> 00:35:08.000 a lot of different names. 00:35:08.000 --> 00:35:10.000 This is where 50-90% 00:35:10.000 --> 00:35:12.000 of the day is taught in our 00:35:12.000 --> 00:35:13.000 case in Spanish. My kids went to 00:35:13.000 --> 00:35:16.000 a school that was 80% at the upper end. 00:35:16.000 --> 00:35:19.000 Okay, and look how late it goes. 00:35:19.000 --> 00:35:21.000 Sometimes it even goes up through high school. 00:35:21.000 --> 00:35:22.000 We now have two high schools 00:35:22.000 --> 00:35:24.000 in Chicago that are dual language 00:35:24.000 --> 00:35:27.000 high schools. 00:35:27.000 --> 00:35:30.000 These schools are meant 00:35:30.000 --> 00:35:32.000 for kids like Joaquin who need 00:35:32.000 --> 00:35:34.000 to learn English. They're also for the gueritos 00:35:34.000 --> 00:35:36.000 Whoever's in there 00:35:36.000 --> 00:35:38.000 who -- their parents 00:35:38.000 --> 00:35:40.000 want them to learn English. 00:35:40.000 --> 00:35:42.000 So Julian's parents, are 00:35:42.000 --> 00:35:44.000 monolingual, and they're like you know what 00:35:44.000 --> 00:35:46.000 we don't want to wait 'til he's 14, 00:35:46.000 --> 00:35:49.000 and put him in yo voy tu vas el va. 00:35:49.000 --> 00:35:51.000 Right, we want to cure our families 00:35:51.000 --> 00:35:54.000 monolingualism, and this is the way to do it. 00:35:54.000 --> 00:35:56.000 I mean this is pretty woke, right? 00:35:56.000 --> 00:35:57.000 I mean these are parents who 00:35:57.000 --> 00:35:59.000 they're not gonna understand 00:35:59.000 --> 00:35:60.000 the kid's homework. 00:36:00.000 --> 00:36:01.000 Like you can't help with your kid's 00:36:01.000 --> 00:36:02.000 homework. Like they, 00:36:02.000 --> 00:36:04.000 that's a leap of faith. 00:36:04.000 --> 00:36:06.000 You know what I'm saying? So that's 00:36:06.000 --> 00:36:08.000 what's going on in these programs. Now, 00:36:08.000 --> 00:36:09.000 some school districts have read all 00:36:09.000 --> 00:36:11.000 the research that I'm about to show you. 00:36:11.000 --> 00:36:12.000 They drank the Kool-Aid, they want 00:36:12.000 --> 00:36:14.000 dual language. They want it. Right? 00:36:14.000 --> 00:36:16.000 And all the white parents are 00:36:16.000 --> 00:36:17.000 like yeah, we want our kids to be 00:36:17.000 --> 00:36:18.000 bilingual. And it's the 00:36:18.000 --> 00:36:22.000 Latina parents who say, oh hell no. 00:36:22.000 --> 00:36:24.000 No way. And I get it. 00:36:24.000 --> 00:36:26.000 Right? Because these parents have 00:36:26.000 --> 00:36:28.000 suffered for their lack of English. 00:36:28.000 --> 00:36:29.000 The last thing they want is for 00:36:29.000 --> 00:36:30.000 their kids to suffer 00:36:30.000 --> 00:36:31.000 from a lack of English. Nobody plays with 00:36:31.000 --> 00:36:33.000 their children's lives. I get it. 00:36:33.000 --> 00:36:36.000 Okay? So they say no, no no. 00:36:36.000 --> 00:36:37.000 So the school district will invite me out, 00:36:37.000 --> 00:36:38.000 to give a version of this talk 00:36:38.000 --> 00:36:40.000 that I'm doing now, or 00:36:40.000 --> 00:36:42.000 and I just show up anyway. 00:36:42.000 --> 00:36:43.000 And I'll say -- 00:37:01.000 --> 00:37:04.000 And I'm like that is super logical. 00:37:04.000 --> 00:37:06.000 But is it true? Is it true that 00:37:06.000 --> 00:37:08.000 the more English the kids are 00:37:08.000 --> 00:37:09.000 spoken to in school, the more English 00:37:09.000 --> 00:37:11.000 they will learn? Let's go to Houston, 00:37:11.000 --> 00:37:13.000 fourth largest school district in the country. 00:37:13.000 --> 00:37:15.000 They tested kids 00:37:15.000 --> 00:37:16.000 who were in the transitional 00:37:16.000 --> 00:37:17.000 that one that I said was kinda like 00:37:17.000 --> 00:37:19.000 a crutch. They use Spanish as crutch 00:37:19.000 --> 00:37:21.000 for 25% of the day and they kick 00:37:21.000 --> 00:37:23.000 it away when the kid gets to 3rd grade. 00:37:23.000 --> 00:37:25.000 Okay? And they compared them 00:37:25.000 --> 00:37:27.000 with some two-way bilingual. 00:37:27.000 --> 00:37:29.000 The kids who were studying 50-90% of the day 00:37:29.000 --> 00:37:31.000 in Spanish. They also did -- don't look at 00:37:31.000 --> 00:37:32.000 pretend the red's not there. 00:37:32.000 --> 00:37:34.000 I didn't talk about the red one's, okay. 00:37:34.000 --> 00:37:36.000 What do we see here? Who is reading 00:37:36.000 --> 00:37:38.000 better in English, yellow or blue? 00:37:38.000 --> 00:37:40.000 So do you see what this means? 00:37:40.000 --> 00:37:42.000 If you studied in Spanish, 00:37:44.000 --> 00:37:46.000 you are reading better in English. 00:37:46.000 --> 00:37:49.000 Who's writing better in English, yellow or blue? 00:37:49.000 --> 00:37:52.000 Yellow. Who's doing math better in English? 00:37:52.000 --> 00:37:54.000 So you want kids to learn English? 00:37:54.000 --> 00:37:56.000 So do I. Put them in Spanish. 00:37:56.000 --> 00:37:59.000 Like, I know that that sounds completely 00:37:59.000 --> 00:37:61.000 counterintuitive. I get it. 00:38:01.000 --> 00:38:03.000 But you know what, sometimes the 00:38:03.000 --> 00:38:05.000 answer that's correct, you know it 00:38:05.000 --> 00:38:08.000 is a little more complex. 00:38:08.000 --> 00:38:10.000 Okay, sometimes it's true that if you 00:38:10.000 --> 00:38:12.000 want to improve your golf game, 00:38:12.000 --> 00:38:15.000 you should go play tennis. Right? 00:38:15.000 --> 00:38:16.000 You don't wanna believe the Houston data? 00:38:16.000 --> 00:38:18.000 Fine, let's go to California. 00:38:18.000 --> 00:38:20.000 They followed kids who had been 00:38:20.000 --> 00:38:22.000 through each of the 3 programs we talked 00:38:22.000 --> 00:38:24.000 about, the all English, the bilingue, 00:38:24.000 --> 00:38:26.000 and the dual language. Okay? 00:38:26.000 --> 00:38:28.000 And they caught up to them, they looked 00:38:28.000 --> 00:38:29.000 at their scores in 11th grade. 00:38:29.000 --> 00:38:31.000 How well were the doing on their 00:38:31.000 --> 00:38:35.000 English reading? Here is the all English. 00:38:35.000 --> 00:38:37.000 Super, super low. By the way, you know 00:38:37.000 --> 00:38:40.000 we have a Latino education gap in this 00:38:40.000 --> 00:38:41.000 country. And I'm not trying to say 00:38:41.000 --> 00:38:43.000 it's all due to language. It's not. 00:38:43.000 --> 00:38:44.000 It's due to racism, 00:38:44.000 --> 00:38:45.000 underfunded schools, like 00:38:45.000 --> 00:38:46.000 all kinds of really deep 00:38:46.000 --> 00:38:48.000 generational systemic 00:38:48.000 --> 00:38:50.000 problems. But, language is a part of it, 00:38:50.000 --> 00:38:51.000 for some of these kids. 00:38:51.000 --> 00:38:53.000 Here is the bilingual, 00:38:53.000 --> 00:38:54.000 where do you think the dual language 00:38:54.000 --> 00:38:56.000 kids are gonna be? 00:38:56.000 --> 00:38:59.000 Boom. Yeah that's what we call a no brainer. 00:38:59.000 --> 00:38:60.000 Like, who are you 00:39:00.000 --> 00:39:01.000 that you wouldn't put your kid in 00:39:01.000 --> 00:39:04.000 this program? Like, who hurt you? 00:39:04.000 --> 00:39:07.000 What is going on? Okay. Even kids 00:39:07.000 --> 00:39:08.000 who have difficulties. 00:39:08.000 --> 00:39:09.000 Cognitive difficulties, 00:39:09.000 --> 00:39:12.000 they're neurally atypical, these children 00:39:12.000 --> 00:39:14.000 can and do do well in these programs 00:39:14.000 --> 00:39:16.000 all the time. Because remember, what percent 00:39:16.000 --> 00:39:18.000 of the planet is bilingual? 00:39:18.000 --> 00:39:20.000 Within that 60%, 00:39:20.000 --> 00:39:22.000 are children with speech and hearing 00:39:22.000 --> 00:39:24.000 issues. Are children with learning problems. 00:39:24.000 --> 00:39:26.000 Are children with all kinds of 00:39:26.000 --> 00:39:27.000 you know, toughness, other sorts of issues. 00:39:27.000 --> 00:39:29.000 So, you absolutely can do well 00:39:29.000 --> 00:39:31.000 I hear this a lot. Oh no, no, my kid is 00:39:31.000 --> 00:39:33.000 special ed. They can't be in dual language. 00:39:33.000 --> 00:39:35.000 Absolutely not true. 00:39:35.000 --> 00:39:36.000 You don't want to believe Houston? 00:39:36.000 --> 00:39:37.000 You don't want to believe California? 00:39:37.000 --> 00:39:39.000 I don't know what to tell you man. Go to 00:39:39.000 --> 00:39:41.000 Stanford, North Carolina, Portland 00:39:41.000 --> 00:39:44.000 immersion, woo woo. El Paso. 00:39:44.000 --> 00:39:46.000 Everywhere you look, district after 00:39:46.000 --> 00:39:48.000 district after district shows the 00:39:48.000 --> 00:39:50.000 same thing. 00:39:50.000 --> 00:39:52.000 Kids from minority language backgrounds 00:39:52.000 --> 00:39:54.000 do better in dual language schools. 00:39:54.000 --> 00:39:56.000 They do better in English, 00:39:56.000 --> 00:39:58.000 and they do better in their content areas. 00:39:58.000 --> 00:39:59.000 I mean this is just such a glaring 00:39:59.000 --> 00:39:61.000 no-brainer. So what I conclude 00:40:01.000 --> 00:40:04.000 is if you don't want to do this, 00:40:04.000 --> 00:40:06.000 You've got some political agenda going on. 00:40:06.000 --> 00:40:08.000 Because you are just refusing to see the 00:40:08.000 --> 00:40:10.000 science okay. Now you gotta ask yourself why. 00:40:10.000 --> 00:40:12.000 Why is it the case that these kids are 00:40:12.000 --> 00:40:13.000 gonna do better? Well the first reason 00:40:13.000 --> 00:40:16.000 is they don't fall behind. Okay? 00:40:16.000 --> 00:40:17.000 Some children, when they show up 00:40:17.000 --> 00:40:18.000 and they don't speak any English at all, 00:40:18.000 --> 00:40:19.000 they do manage. 00:40:19.000 --> 00:40:21.000 Some of you here might be in that category. 00:40:21.000 --> 00:40:24.000 You didn't understand anything, but 00:40:24.000 --> 00:40:26.000 somehow you just did it. And year by year 00:40:26.000 --> 00:40:28.000 you were able to make it happen. 00:40:28.000 --> 00:40:30.000 You know what happens to most kids though? 00:40:30.000 --> 00:40:32.000 Every year it's a little more behind. 00:40:32.000 --> 00:40:34.000 And it's like interest, and it just compounds. 00:40:34.000 --> 00:40:35.000 And they keep falling behind. 00:40:35.000 --> 00:40:37.000 The kiddos in dual language 00:40:37.000 --> 00:40:40.000 who learns dos mas dos son cuatro, 00:40:40.000 --> 00:40:42.000 alright do they have to 00:40:42.000 --> 00:40:45.000 relearn 2 plus 2 is four? 00:40:45.000 --> 00:40:46.000 When they learn English? 00:40:46.000 --> 00:40:48.000 No, they already know. 00:40:48.000 --> 00:40:50.000 Like you see what I mean? 00:40:50.000 --> 00:40:52.000 So you're learning the content and you're not 00:40:52.000 --> 00:40:54.000 falling behind so that's one main 00:40:54.000 --> 00:40:56.000 reason why these programs are successful. 00:40:56.000 --> 00:40:58.000 Another reason is what we saw a minute ago, 00:40:58.000 --> 00:40:60.000 right. Just general cognitive 00:41:00.000 --> 00:41:02.000 advantages to bilingualism, okay? 00:41:02.000 --> 00:41:04.000 The third reason I think is my favorite reason. 00:41:04.000 --> 00:41:06.000 It's about when you value 00:41:06.000 --> 00:41:08.000 and respect a child's 00:41:08.000 --> 00:41:10.000 language and identity. So let's 00:41:10.000 --> 00:41:12.000 think about that kid Joaquin, remember him? 00:41:12.000 --> 00:41:13.000 The kid who shows up and he 00:41:13.000 --> 00:41:14.000 only speaks Spanish, okay. 00:41:14.000 --> 00:41:16.000 When Joaquin is in an all 00:41:16.000 --> 00:41:18.000 English program, or even in the bilingual 00:41:18.000 --> 00:41:20.000 that transitional, we can't wait 00:41:20.000 --> 00:41:23.000 to kick you out program, 00:41:23.000 --> 00:41:25.000 he receives a message loud and clear. 00:41:25.000 --> 00:41:28.000 Joaquin, if you didn't have that Spanish, 00:41:28.000 --> 00:41:30.000 you could be like the other children. 00:41:30.000 --> 00:41:32.000 You could be successful, 00:41:32.000 --> 00:41:33.000 you could be in the mainstream 00:41:33.000 --> 00:41:34.000 classroom, right, like what kind of 00:41:34.000 --> 00:41:36.000 message is that for him 00:41:36.000 --> 00:41:38.000 about the value of Spanish? Right? 00:41:38.000 --> 00:41:42.000 What does that make Spanish look like? 00:41:42.000 --> 00:41:44.000 Lower class. What else? 00:41:44.000 --> 00:41:48.000 A disability. 00:41:48.000 --> 00:41:53.000 Not as important. It's a barrier that you need to -- 00:41:53.000 --> 00:41:55.000 a barrier that you need to overcome. Yup. 00:41:55.000 --> 00:41:56.000 Okay, now think about 00:41:56.000 --> 00:41:57.000 Joaquin in the dual language 00:41:57.000 --> 00:41:59.000 classroom. 90% of the day, 00:42:01.000 --> 00:42:03.000 Right? So Joaquin is 00:42:06.000 --> 00:42:08.000 Joaquin is who the guerito looks 00:42:08.000 --> 00:42:10.000 to, what did she say? See what I'm saying? 00:42:10.000 --> 00:42:12.000 Joaquin is positioned 00:42:12.000 --> 00:42:14.000 as a successful child. Right? 00:42:14.000 --> 00:42:15.000 And I wanna tell you a story about 00:42:15.000 --> 00:42:16.000 I went to, I can't remember if it was 00:42:16.000 --> 00:42:19.000 North or South Carolina, but it was day 3. 00:42:19.000 --> 00:42:21.000 Day 3 of dual language. Okay. 00:42:21.000 --> 00:42:24.000 And you're sitting, you know you have -- 00:42:24.000 --> 00:42:25.000 aflombra time, you're sitting on the 00:42:25.000 --> 00:42:27.000 carpet in a circle, right? And the teachers 00:42:27.000 --> 00:42:28.000 call on the students up one by one, 00:42:28.000 --> 00:42:30.000 And they gotta go into a basket 00:42:30.000 --> 00:42:32.000 and pick up a shape, and they gotta say 00:42:32.000 --> 00:42:34.000 the shape and the color. 00:42:34.000 --> 00:42:35.000 And it was this African American girl 00:42:35.000 --> 00:42:36.000 who went up there, zero Spanish. 00:42:36.000 --> 00:42:38.000 Day 3, kindergarten dual language. 00:42:38.000 --> 00:42:40.000 She picks up a shape, 00:42:40.000 --> 00:42:44.000 and she's of course just -- 00:42:44.000 --> 00:42:45.000 you know, 00:42:47.000 --> 00:42:51.000 Triangulo! Triangulo! Losing their mind, right. 00:42:51.000 --> 00:42:52.000 And she's like, um, triangulo? 00:42:52.000 --> 00:42:54.000 And the teacher's like, 00:42:54.000 --> 00:42:55.000 And the teacher's like, muy bien, muy bien, 00:42:58.000 --> 00:42:60.000 And the little kids 00:43:00.000 --> 00:43:02.000 Azul, azul azul! They're so excited. 00:43:02.000 --> 00:43:05.000 And she's like, Azul? 00:43:05.000 --> 00:43:06.000 The teacher's like muy bien! 00:43:06.000 --> 00:43:07.000 And then she figures out, okay she 00:43:07.000 --> 00:43:08.000 wants me to sit down now. 00:43:08.000 --> 00:43:09.000 Alright I'm gonna go sit down. 00:43:09.000 --> 00:43:10.000 And I found myself thinking about 00:43:10.000 --> 00:43:12.000 those kids if they were in a 00:43:12.000 --> 00:43:15.000 all English kindergarten down the street. 00:43:15.000 --> 00:43:18.000 What would day 3 have been like for them there? 00:43:18.000 --> 00:43:19.000 Where they don't understand 00:43:19.000 --> 00:43:20.000 anything that's going on. 00:43:20.000 --> 00:43:22.000 now wait a minute that African American girl 00:43:22.000 --> 00:43:24.000 didn't understand what was going on either. 00:43:24.000 --> 00:43:25.000 Why are you saying that's okay to 00:43:25.000 --> 00:43:26.000 put her in that situation? 00:43:26.000 --> 00:43:28.000 Well it is different. It's very different. 00:43:28.000 --> 00:43:31.000 Is that girl gonna lose her English? 00:43:31.000 --> 00:43:33.000 her home language is she? 00:43:33.000 --> 00:43:36.000 Right. Also, a certain percent of the day is taught 00:43:36.000 --> 00:43:39.000 in English. Her language is valued and respected 00:43:39.000 --> 00:43:41.000 during the day. Everybody in that building 00:43:41.000 --> 00:43:43.000 steps foot outside of that building, what 00:43:43.000 --> 00:43:46.000 does everybody speak? It's completely different. 00:43:46.000 --> 00:43:49.000 Okay, so that is what I'm trying to say here. 00:43:49.000 --> 00:43:50.000 That when you value and 00:43:50.000 --> 00:43:52.000 respect a child and their language, if you 00:43:52.000 --> 00:43:55.000 hold them, if you position them as successful, 00:43:55.000 --> 00:43:58.000 there much more likely to be successful. 00:43:58.000 --> 00:43:60.000 I think that's super important 00:44:00.000 --> 00:44:01.000 to keep in mind. 00:44:01.000 --> 00:44:05.000 Okay, very quickly, what about their Spanish? 00:44:05.000 --> 00:44:06.000 Okay, we have 30 years of studies 00:44:06.000 --> 00:44:08.000 that say, oh my god their English 00:44:08.000 --> 00:44:09.000 is so much better. Holy cow, they're 00:44:09.000 --> 00:44:11.000 doing so well in their academics. 00:44:11.000 --> 00:44:12.000 What about their Spanish? 00:44:12.000 --> 00:44:13.000 Ain't nobody look at their Spanish. 00:44:13.000 --> 00:44:16.000 You know why? 00:44:16.000 --> 00:44:17.000 Because people don't care. 00:44:17.000 --> 00:44:18.000 Nobody cares about their Spanish -- 00:44:18.000 --> 00:44:20.000 I'm sure it's doing great. 00:44:20.000 --> 00:44:22.000 If you study 80% of the day 00:44:22.000 --> 00:44:23.000 in Spanish, I'm sure your Spanish is 00:44:23.000 --> 00:44:24.000 stronger than if you didn't. 00:44:24.000 --> 00:44:26.000 Where's the evidence for that? 00:44:26.000 --> 00:44:28.000 We haven't had any. So I got my 00:44:28.000 --> 00:44:31.000 PhD student, we went into a school. 00:44:31.000 --> 00:44:32.000 And this school has two tracks 00:44:32.000 --> 00:44:34.000 in the same building. 00:44:34.000 --> 00:44:36.000 Okay, one track is the dual language track, 00:44:36.000 --> 00:44:39.000 one track is the English only, alright? 00:44:39.000 --> 00:44:40.000 And if you're interested in this kind of stuff, 00:44:40.000 --> 00:44:42.000 you should know it's like 81% Latino, 00:44:42.000 --> 00:44:44.000 and it is 84% free and reduced lunch. 00:44:44.000 --> 00:44:46.000 This ain't some private, like, 00:44:48.000 --> 00:44:51.000 okay this is a Chicago public school, 00:44:51.000 --> 00:44:53.000 you know, kinda in the hood. Alright? 00:44:53.000 --> 00:44:55.000 And these kids, we tested their Spanish in 00:44:57.000 --> 00:44:59.000 Here's the listening comprehension. 00:44:59.000 --> 00:44:61.000 So you say to a first grader 00:45:08.000 --> 00:45:10.000 There you go. That's the kind of test 00:45:10.000 --> 00:45:12.000 you give these kids. Now the kids who are 00:45:12.000 --> 00:45:14.000 speaking Spanish at home, 00:45:14.000 --> 00:45:16.000 right, but who's parents said no no 00:45:18.000 --> 00:45:19.000 that's these kids, the blue ones. 00:45:19.000 --> 00:45:21.000 They didn't do too badly on this. 00:45:21.000 --> 00:45:22.000 Because they're hearing Spanish 00:45:22.000 --> 00:45:24.000 at home all the time. 00:45:24.000 --> 00:45:26.000 However, the kids across the hall in the 00:45:26.000 --> 00:45:27.000 dual language program, 00:45:28.000 --> 00:45:31.000 but their parents chose the dual program, 00:45:31.000 --> 00:45:33.000 look how much better they're doing. 00:45:33.000 --> 00:45:35.000 Okay, and you can see these difference are 00:45:35.000 --> 00:45:37.000 statistically significant. Where you see the 00:45:37.000 --> 00:45:40.000 big difference is the reading. Okay. 00:45:43.000 --> 00:45:45.000 You know what they're not doing en casa? 00:45:45.000 --> 00:45:48.000 Reading. They're not reading, so 00:45:48.000 --> 00:45:49.000 their reading scores are quite low, 00:45:49.000 --> 00:45:50.000 and the scores of the dual language 00:45:50.000 --> 00:45:52.000 kids in reading Spanish 00:45:52.000 --> 00:45:53.000 of course are much, much higher. 00:45:53.000 --> 00:45:56.000 So if you compare the differences you'll see 00:45:56.000 --> 00:45:58.000 that reading is where this really shakes out. 00:45:58.000 --> 00:45:59.000 The kids' reading scores are 00:45:59.000 --> 00:45:61.000 completely different. And you wanna know 00:46:01.000 --> 00:46:02.000 where you see the biggest 00:46:02.000 --> 00:46:05.000 differences of all? 00:46:05.000 --> 00:46:06.000 Yes, who said that? You're right. 00:46:06.000 --> 00:46:08.000 It is writing. 00:46:08.000 --> 00:46:10.000 Look at those averages. 00:46:10.000 --> 00:46:12.000 Let me show you some first graders. 00:46:12.000 --> 00:46:13.000 If you haven't seen first grade writing 00:46:13.000 --> 00:46:16.000 in awhile, you might need Google Translate 00:46:16.000 --> 00:46:19.000 on this. Alright, so little first graders, 00:46:24.000 --> 00:46:26.000 Because I didn't say, I'm carrying out 00:46:26.000 --> 00:46:28.000 a linguistic study of morphemic 00:46:28.000 --> 00:46:30.000 development, no I said, 00:46:35.000 --> 00:46:36.000 they agreed to do it. 00:46:36.000 --> 00:46:37.000 Not just their parents, they themselves 00:46:37.000 --> 00:46:39.000 said yo quiero. 00:46:40.000 --> 00:46:43.000 Okay, so, here I go, describe this picture. 00:46:43.000 --> 00:46:46.000 This kid writes eyos son comrendo eggs 00:46:46.000 --> 00:46:50.000 el sto asyendo eggs. 00:46:50.000 --> 00:46:53.000 This kid speaks Spanish at home, 00:46:53.000 --> 00:46:54.000 agreed to participate. 00:46:57.000 --> 00:46:60.000 This kid writes, dad making eggs 00:47:00.000 --> 00:47:03.000 the kid help dad. Now is this proof 00:47:03.000 --> 00:47:05.000 that this kid is incapable of writing in Spanish? 00:47:05.000 --> 00:47:08.000 No. But that's what he did. 00:47:08.000 --> 00:47:11.000 That's the evidence that I have for his Spanish. 00:47:11.000 --> 00:47:13.000 Okay, now, here's the kids across the hall 00:47:13.000 --> 00:47:17.000 who's parents put them in dual language. 00:47:17.000 --> 00:47:19.000 What does that say? 00:47:19.000 --> 00:47:21.000 los ni'os esta lipiando y la mama 00:47:21.000 --> 00:47:23.000 es tomando chocolate y el 00:47:25.000 --> 00:47:29.000 el papa esta cocindo huevo 00:47:29.000 --> 00:47:32.000 He doesn't even have enough lines 00:47:32.000 --> 00:47:34.000 to write the stuff he's got to say. Okay. 00:47:34.000 --> 00:47:36.000 Estan cosinando huevos y tomando 00:47:36.000 --> 00:47:38.000 Jugo y los huevos ya acolvaronde casinar. 00:47:40.000 --> 00:47:42.000 Cosinando les -- 00:47:45.000 --> 00:47:48.000 Oh my god, look at this child. 00:47:53.000 --> 00:47:55.000 I did not do that, you saw the averages. 00:47:55.000 --> 00:47:56.000 I didn't just take out the best 00:47:56.000 --> 00:47:58.000 examples to prove my point. 00:47:58.000 --> 00:47:60.000 Okay, these kids write 00:48:00.000 --> 00:48:02.000 better in Spanish when they're in 00:48:02.000 --> 00:48:03.000 dual language. And you know what, 00:48:03.000 --> 00:48:05.000 these differences only exacerbate 00:48:05.000 --> 00:48:06.000 the older the kids get. 00:48:06.000 --> 00:48:08.000 Here are some fifth graders. 00:48:18.000 --> 00:48:20.000 for y he writes the letter English. 00:48:25.000 --> 00:48:27.000 e, so he writes e, right? 00:48:27.000 --> 00:48:30.000 For e in Spanish, and then he knows 00:48:30.000 --> 00:48:32.000 there's like palitos on the word 00:48:32.000 --> 00:48:33.000 so he puts one there, but it's like 00:48:33.000 --> 00:48:36.000 the other direction. Right? 00:48:36.000 --> 00:48:38.000 Now, you'll recall 00:48:38.000 --> 00:48:39.000 that we said not too long ago, 00:48:39.000 --> 00:48:40.000 hey code switching is not bad. 00:48:40.000 --> 00:48:43.000 It's not bad, it's not a sign of confusion 00:48:43.000 --> 00:48:44.000 or anything else. 00:48:51.000 --> 00:48:54.000 Academic Spanish usually is not code switched. 00:48:54.000 --> 00:48:56.000 Again, can I prove that he 00:48:56.000 --> 00:48:57.000 cannot produce a monolingual 00:48:57.000 --> 00:48:59.000 text in Spanish? No. You can't prove 00:48:59.000 --> 00:48:60.000 the absence of things very easily, 00:49:00.000 --> 00:49:02.000 but this is the data that I have. 00:49:02.000 --> 00:49:03.000 This other kid, 00:49:05.000 --> 00:49:07.000 he just writes the letter i. 00:49:11.000 --> 00:49:13.000 They're short, they're simple, 00:49:13.000 --> 00:49:16.000 and there's a lot of English. 00:49:16.000 --> 00:49:19.000 The kids across the hall, okay. 00:49:21.000 --> 00:49:22.000 Okay, some gender agreement issues here. 00:49:30.000 --> 00:49:32.000 I think she had just learned transition phrases 00:49:32.000 --> 00:49:34.000 so she's like underlining them, right? 00:49:34.000 --> 00:49:37.000 So, you see more quantity, 00:49:37.000 --> 00:49:40.000 and you see more quality in Spanish 00:49:40.000 --> 00:49:41.000 in the dual language program, so. 00:49:54.000 --> 00:49:56.000 That's great. But when you say 00:49:56.000 --> 00:49:59.000 That's great. But when you say 00:49:59.000 --> 00:49:60.000 You want your kid to write like this? 00:50:00.000 --> 00:50:01.000 By all means, go ahead and put 00:50:01.000 --> 00:50:02.000 them in the English program. 00:50:02.000 --> 00:50:03.000 Be my guest. 00:50:03.000 --> 00:50:05.000 You want them to write like this? 00:50:05.000 --> 00:50:07.000 You gotta put them in the dual language program. 00:50:07.000 --> 00:50:09.000 And their English will not suffer. 00:50:09.000 --> 00:50:12.000 Okay, and I can show you that 00:50:12.000 --> 00:50:13.000 right here, because I looked at their 00:50:13.000 --> 00:50:15.000 scores and their English. 00:50:15.000 --> 00:50:17.000 Now, what did we see in Houston 00:50:17.000 --> 00:50:18.000 and in California? The yellow 00:50:18.000 --> 00:50:21.000 bar was like, super high, right? 00:50:21.000 --> 00:50:23.000 My yellow bar is not. 00:50:23.000 --> 00:50:25.000 So I cannot look the Illinois parents in 00:50:25.000 --> 00:50:26.000 the eye and say your kids' 00:50:26.000 --> 00:50:28.000 English will be better. I have the data -- no. 00:50:28.000 --> 00:50:31.000 But you know what I can say? 00:50:31.000 --> 00:50:33.000 What can I say? 00:50:33.000 --> 00:50:35.000 It won't be any worse. 00:50:35.000 --> 00:50:38.000 Your kids' English will not suffer, 00:50:38.000 --> 00:50:39.000 and they will get the 00:50:39.000 --> 00:50:43.000 Spanish. Okay? Final point is the guerito. 00:50:43.000 --> 00:50:45.000 What about them? How do they do? 00:50:45.000 --> 00:50:48.000 Their English is absolutely 00:50:48.000 --> 00:50:50.000 at the state average. They do just 00:50:50.000 --> 00:50:51.000 as well in English as their 00:50:51.000 --> 00:50:53.000 companeros who are in all English programs. 00:50:53.000 --> 00:50:54.000 Plus, he learns Spanish. 00:50:54.000 --> 00:50:56.000 This kid, 'cause you know I volunteer 00:50:56.000 --> 00:50:57.000 at my kid's school 00:50:57.000 --> 00:50:58.000 once a month, 00:50:58.000 --> 00:50:60.000 you know they call it spying. 00:51:00.000 --> 00:51:02.000 I call it volunteering. 00:51:03.000 --> 00:51:05.000 I mean he has slept over 00:51:05.000 --> 00:51:06.000 at my house a thousand times. 00:51:06.000 --> 00:51:07.000 He's really good friends with my older son. 00:51:07.000 --> 00:51:09.000 And one day I'm walking past class 00:51:09.000 --> 00:51:12.000 and I'm like -- it was Harry Potter. 00:51:12.000 --> 00:51:14.000 In Espanol. I'm like, you're reading this? 00:51:14.000 --> 00:51:16.000 He's like yeah. Like it was 00:51:16.000 --> 00:51:17.000 the most normal thing in the world. 00:51:17.000 --> 00:51:19.000 He's reading Harry Potter in Spanish 00:51:19.000 --> 00:51:22.000 In 5th grade. And their writing is just -- 00:51:22.000 --> 00:51:24.000 They write better in Spanish 00:51:25.000 --> 00:51:28.000 who speak Spanish at home. 00:51:28.000 --> 00:51:29.000 And he's a guerito. 00:51:43.000 --> 00:51:44.000 Which I thought was fantastic, okay. 00:51:44.000 --> 00:51:46.000 I will tell you that this kid, 00:51:46.000 --> 00:51:48.000 when he went to high school, 00:51:48.000 --> 00:51:50.000 he tested into Spanish as a 00:51:50.000 --> 00:51:52.000 heritage speaker. 00:51:52.000 --> 00:51:53.000 So he's like this guero in 00:51:54.000 --> 00:51:55.000 you know what I mean? 00:51:55.000 --> 00:51:56.000 He's a heritage speaker 00:51:56.000 --> 00:51:58.000 without the heritage. 00:51:59.000 --> 00:51:61.000 That's what he is. 00:52:01.000 --> 00:52:02.000 He's, you know. That's what he 00:52:02.000 --> 00:52:04.000 sounds like, that's what his Spanish looks like. 00:52:04.000 --> 00:52:06.000 So, final point about bilingual 00:52:06.000 --> 00:52:07.000 child development. 00:52:07.000 --> 00:52:08.000 And this is really important 00:52:08.000 --> 00:52:10.000 because I want to be honest with parents. 00:52:10.000 --> 00:52:12.000 There can be periods of time 00:52:12.000 --> 00:52:14.000 in which it looks like your kid 00:52:14.000 --> 00:52:17.000 who's in dual language is behind. 00:52:17.000 --> 00:52:18.000 It looks like their English 00:52:18.000 --> 00:52:19.000 isn't where their 00:52:19.000 --> 00:52:21.000 companerito's English is, 00:52:21.000 --> 00:52:23.000 but you've got to keep going. 00:52:23.000 --> 00:52:24.000 And I like to tell them about 00:52:24.000 --> 00:52:26.000 The 3 Little Pigs. 00:52:26.000 --> 00:52:27.000 Okay y'all know the story about 00:52:27.000 --> 00:52:29.000 the 3 little pigs? Yeah, okay. 00:52:33.000 --> 00:52:36.000 Goes up real fast, but is it very strong? 00:52:36.000 --> 00:52:38.000 No. So this is like the ESL programs. 00:52:38.000 --> 00:52:42.000 This is -- right? That house goes up quick, 00:52:42.000 --> 00:52:44.000 but it's not strong. 00:52:44.000 --> 00:52:45.000 Okay? 00:52:51.000 --> 00:52:54.000 Right? So this takes a little bit longer. 00:52:54.000 --> 00:52:55.000 This is the transitional 00:52:55.000 --> 00:52:57.000 bilingual programs. 00:52:59.000 --> 00:52:60.000 In a bilingual program. 00:53:07.000 --> 00:53:10.000 Right? Like x hundred English words. 00:53:10.000 --> 00:53:11.000 And then this lady goes 00:53:14.000 --> 00:53:16.000 mine only has the walls. 00:53:16.000 --> 00:53:17.000 What have I done wrong? 00:53:17.000 --> 00:53:18.000 I should never have listened 00:53:18.000 --> 00:53:20.000 to that professor. I'm gonna take 00:53:20.000 --> 00:53:23.000 my kid out immediately. No. Don't do it. 00:53:23.000 --> 00:53:25.000 Your house is -- your child's house is 00:53:25.000 --> 00:53:27.000 going up a little more slowly, 00:53:27.000 --> 00:53:28.000 but it's gonna be stronger. 00:53:30.000 --> 00:53:32.000 In 1st grade, 2nd grade, 3rd grade, 00:53:32.000 --> 00:53:34.000 don't do it. Come talk to me 00:53:34.000 --> 00:53:36.000 In 5th and 6th grade and tell me 00:53:36.000 --> 00:53:37.000 where your kids' English is at. 00:53:37.000 --> 00:53:38.000 But you gotta trust me, and this 00:53:38.000 --> 00:53:40.000 is a leap of faith. I get it. 00:53:40.000 --> 00:53:42.000 Nobody plays with their children's lives. 00:53:42.000 --> 00:53:43.000 I get it. 00:53:47.000 --> 00:53:49.000 This is dual language baby. 00:53:49.000 --> 00:53:50.000 So the mom who's got her kid 00:53:50.000 --> 00:53:52.000 in dual language is like, 00:53:54.000 --> 00:53:55.000 has the walls, 00:53:56.000 --> 00:53:57.000 has the walls and the roof, 00:53:57.000 --> 00:53:60.000 my kid's only got the foundation. 00:54:00.000 --> 00:54:02.000 This is terrible. I'm taking my 00:54:02.000 --> 00:54:04.000 kid out yesterday. I should never have listened 00:54:04.000 --> 00:54:08.000 to that professor. And I said listen, 00:54:08.000 --> 00:54:09.000 you've got to wait. 00:54:14.000 --> 00:54:16.000 What could the lobo perhaps represent 00:54:16.000 --> 00:54:17.000 in my goofy analogy? 00:54:17.000 --> 00:54:18.000 It could be low levels of English, 00:54:18.000 --> 00:54:20.000 loss of the heritage language, 00:54:20.000 --> 00:54:22.000 academic failure, I mean come on. 00:54:22.000 --> 00:54:24.000 Study after study after study shows 00:54:24.000 --> 00:54:26.000 the same thing. Your kid is 00:54:26.000 --> 00:54:28.000 not gonna be left behind. 00:54:28.000 --> 00:54:29.000 You've just gotta make it through 00:54:29.000 --> 00:54:31.000 those initial stages. Okay? 00:54:31.000 --> 00:54:32.000 Final point, and I'm sorry I forgot to 00:54:32.000 --> 00:54:33.000 translate this one from Spanish 00:54:33.000 --> 00:54:34.000 so it's in Spanish. 00:54:34.000 --> 00:54:36.000 The social justice piece 00:54:36.000 --> 00:54:37.000 involved with dual language. 00:54:37.000 --> 00:54:40.000 Okay? We know that 1 out of 4 00:54:40.000 --> 00:54:42.000 kids in this country is Latino. 00:54:42.000 --> 00:54:44.000 A third of them are living in poverty. 00:54:44.000 --> 00:54:46.000 Third of them start school not 00:54:46.000 --> 00:54:48.000 knowing any English. Less than 20% 00:54:48.000 --> 00:54:50.000 have parents who have a college degree. 00:54:50.000 --> 00:54:52.000 We know that a third of them 00:54:52.000 --> 00:54:55.000 are below grade level in math in 4th grade. 00:54:55.000 --> 00:54:56.000 And we know that 1 out of 4 00:54:56.000 --> 00:54:57.000 of them goes to school in the morning 00:54:57.000 --> 00:54:60.000 and has to worry that when they come home 00:55:00.000 --> 00:55:02.000 mom or dad won't be there. 00:55:02.000 --> 00:55:04.000 This is a terrible 00:55:04.000 --> 00:55:06.000 state of affairs in which to be studying. 00:55:06.000 --> 00:55:08.000 Okay? It's hard to learn 00:55:08.000 --> 00:55:10.000 when, you know, you're hungry, 00:55:10.000 --> 00:55:11.000 or your tooth hurts, or you're homeless, 00:55:11.000 --> 00:55:12.000 like these are all factors 00:55:12.000 --> 00:55:13.000 that go into it. 00:55:13.000 --> 00:55:15.000 I'm not saying dual language solves all 00:55:15.000 --> 00:55:17.000 these problems. What I am saying is that 00:55:17.000 --> 00:55:20.000 dual language does a lot of really, really good things 00:55:20.000 --> 00:55:22.000 and it's the least we could do 00:55:22.000 --> 00:55:23.000 when you're looking at these situations. 00:55:23.000 --> 00:55:25.000 I think it really helps to position 00:55:25.000 --> 00:55:26.000 our Latino youth in very 00:55:26.000 --> 00:55:27.000 very positive ways. Might it 00:55:27.000 --> 00:55:29.000 also help to stem 00:55:29.000 --> 00:55:32.000 the loss of languages? 00:55:32.000 --> 00:55:34.000 It could. Remember we said earlier 00:55:35.000 --> 00:55:36.000 studies in a dual language school, 00:55:36.000 --> 00:55:38.000 she can speak with her abuela, 00:55:38.000 --> 00:55:40.000 and she can maybe then speak it 00:55:40.000 --> 00:55:42.000 to her own future children. What if 00:55:42.000 --> 00:55:44.000 more English speakers attended 00:55:44.000 --> 00:55:45.000 these programs? Instead of having 00:55:45.000 --> 00:55:46.000 that dumb circle that we have 00:55:46.000 --> 00:55:48.000 on the left, 00:55:48.000 --> 00:55:50.000 could we look more like the rest of the world? 00:55:50.000 --> 00:55:52.000 Could we have 60% 00:55:52.000 --> 00:55:55.000 of people in this country be bilingual? 00:55:55.000 --> 00:55:60.000 Okay? Might it also get rid of these people? 00:56:00.000 --> 00:56:02.000 Might they, might 00:56:02.000 --> 00:56:03.000 attending a dual language school, 00:56:03.000 --> 00:56:04.000 sitting next to Latino 00:56:04.000 --> 00:56:05.000 kids all day and having to learn 00:56:05.000 --> 00:56:08.000 from and with them 00:56:08.000 --> 00:56:11.000 inoculate you against being a racist jerk? 00:56:11.000 --> 00:56:14.000 Or being -- close minded monolingual? 00:56:14.000 --> 00:56:17.000 Exactly. Exactly. I like to think 00:56:17.000 --> 00:56:19.000 That if this guy, that lawyer, had gone to 00:56:19.000 --> 00:56:21.000 a dual language school, I mean 00:56:21.000 --> 00:56:22.000 it would be an alternate reality. 00:56:22.000 --> 00:56:24.000 That he would not be the way he is. 00:56:24.000 --> 00:56:26.000 So what I'm advocating for here 00:56:26.000 --> 00:56:28.000 and thank you for your attention, 00:56:28.000 --> 00:56:30.000 is that we need truly bilingual programs 00:56:30.000 --> 00:56:32.000 in K-12 schools, that will 00:56:32.000 --> 00:56:34.000 help both our heritage speakers, 00:56:34.000 --> 00:56:35.000 and our second language learners. 00:56:35.000 --> 00:56:36.000 And with that I will conclude, 00:56:36.000 --> 00:56:38.000 thank you very much for your attention. 00:56:38.000 --> 00:56:40.000 applause 00:56:40.000 --> 00:56:55.000 music