Issue link: http://educator.cta.org/i/1487796
Using journalism to prevent students from becom- ing long-term ELs is an unconventional approach that is showing success, says De Garza, who trains cadres of teachers to use the program throughout the district. "We have followed students who participated to see how they were performing on assess- ments, including the English Language Proficiency Assessments for California (ELPAC). Students who participated in the after-school journalism program were moving forward in their scores and were always higher the following year." Depending upon the school site, these cub report- ers may have their work showcased in a printed newsletter, an online newsletter or a podcast, with staff and students at their campus as the intended audience. Naturally, most students choose to write about things happening at their school and often interview staff members. With the help of their teacher, students must research topics, formulate well-developed questions and write down interviewees' responses. When they begin writing articles, students are encouraged to use a "hook" in the headline to grab readers' attention, and edit their work. They also take photos and write captions. They may work individually or in groups. The program is a way to bring EL students, who may be on the quiet side and hesitant to ask questions, out of their shell and instill confidence. It strengthens both listening and speaking skills. Students are taught how to project confidence in their body language, make eye contact, speak clearly and ask follow-up questions if necessary. Those who participated in the program at Bunche Elementary School before the pandemic, fea- tured in a school newsletter, had good things to say. Among them: "I loved coming to the program because I learned about newspapers and how to write and interview," says Andrew Sanchez. "I enjoyed the program because I got to write neater and learn many things," says Laney Martinez. "I love learning about reading, writing and how people make newspapers." De Garza is a veteran journalist, with a degree in journalism and previous experience at a daily newspaper in her native country, Spain. She learned English at middle school in Spain and honed it as a 17-year-old exchange student in the United States. Recruited to work as a bilingual teacher in Compton in 1999, she has remained with the district ever since, first as a classroom teacher and now as a teacher on special assignment. "My philosophy is that all students have the ability to learn and we cannot fail them," she says. " They may take more time and work, but we must do whatever it takes to support them. And a fun, unique and creative way to help them succeed is through journalism." Students from Clinton Elementary School interview members of the Compton Fire Department. " Language takes time to develop. The journalism class is a way to move away from the traditional remedial approach to support students in their learning." MARIA CARDONA DE GARZA Compton Education Association 27 D E C E M B E R 2 0 2 2 / J A N U A R Y 2 0 2 3