Learning English with English Jump Start at IS 119
By KATARZYNA KOZANECKA

At 8 a.m. at IS 119 in Glendale, Queens, students from all over the world sing jazz chants, not the Star-Spangled Banner. Throughout the day, they read, write, and talk with each other—in English. This is particularly amazing because it is their recently adopted language; many have been speaking it only since the beginning of this year.

IS 119 is one of many schools in New York City that are home to Project English Jump Start, a Board of Education program for children in grades 1-8 who have just arrived in the United States. Children whose formal schooling has been interrupted or who have spent the last three years in the school system without sufficient progress are also encouraged to attend.

Jump Start’s curriculum focuses on New York City and is divided into four units—All About Me, My Community, Transportation and Places of Interest—which are taught through literature, art and technology. In some schools, the program is departmentalized, with different teachers for each component. However, Irma Evangelista, who supervises four English Jump Start classes at IS 119, opted to have each teacher, or pair of teachers, responsible for using all three subject areas. “The objective [for the students] is to learn as much English as possible,” says Evangelista.

Indeed, all the classroom activities are geared toward that end. Ms. Serna and Mr. Batista assign guided compositions on themes such as ‘My Community,’ which the children later type on the computers in their classroom. Ms. Papadopoulou’s students just created their own little books about New York. Mrs. Lozano and Mrs. Capdevila’s students have listed the characters and talked about the plots of “Peppe the Lamplighter,” “Jessie Came Across the Sea” and “Tar Beach,” stories which portray the immigrant experience.

The teachers try to make the lessons enjoyable, but certain dreaded tasks cannot be eliminated. Mr. Perez admits that he gives “lots of homework.” Most of his students are entering eighth grade in the fall and will be required to take exams that measure reading and writing skills. Almost every day, each student works with a partner to revise descriptive essays that have written about class trips, such as a recent one to Coney Island Aquarium.

The goal of the program, which has existed under various names over the past few years, is for children to learn the language well enough to be placed in mainstream classes in September. Once there, if they score below 41 percent on the LAB (Language Assessment Battery Test), they are entitled to ESL classes.

Unfortunately, the program’s organizers have encountered some difficulties. Sabina Miller, Jumpstart’s City Coordinator at the Bilingual Office at Community School Board 24, cites the current teacher shortage as an obstacle. Also, because only air-conditioned classrooms can be used, a limited number of seats in the 18-student classes are available. Even though students from three schools participate in English Jump Start at IS 119, Evangelista has yet to turn anyone away.

According to Evangelista, this summer program functions better than the regular school year because classes are smaller and there is no pressure of exams. The teacher’s job is easier because all the materials, including books and supplies, are provided. Thus, Evangelista says that “Teachers can be more creative.” #

Interested parents should contact their local community school board. Sabina Miller can be reached at 718-417-2645.

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