[Vision2020] IB Program Axed in CdA School District

[Kenneth Marcy]

On 8/7/2012 1:22 PM, Sue Hovey wrote:
>> This reads as a traditional Idaho post-boomer education mismanagement 
>> and deconstruction article. The political perspectives of frightened 
>> feral rural rodents digging deeper their noxious nests to avoid 
>> actual cultural contacts with wiser sapient societies boggles belief, 
>> but bears notice, nay, demands deterrence.
>
>  And from the above article of alliterative argument may one assume 
> you intend to be a part of the statewide clamor from those who demand 
> deterrence?
>
> In reference to the video,  obviously they aren't graduates of Idaho 
> institutions, so I read your final  comment as a disparagement of 
> Idaho students, and they do get plenty of that in spite of their 
> successes in a state where policymakers do their damnedest to 
> shortchange them.  An example: I had lunch the other day with a former 
> student who could have been completely at ease in that polyglot 
> conversation. He was on his way to a position in a Francophone 
> institution in Montreal,where he will be teaching European 
> history...in French, of course, but he could do it in German or even 
> English if need be.
>
> And now I'll join you in that demand.  Frightened rodents take a lot 
> of persuading.

Yes, I am in favor of better public education policies, resources, and 
management to achieve more desirable outcomes, especially for secondary 
and adult basic education students. When power is devolved upon 
individuals more adept at dismantling than at reconstructing the 
situation becomes at least as political as educational.

I neither had nor have any intention to disparage any Idaho student, but 
merely to note that it is not possible to learn all of those languages 
at Idaho schools. English, Spanish, French, and German usually are 
available at the universities; Italian, Swedish, Norwegian have not been 
available for some time, if ever. Idaho public school students may not 
be disparaged about not learning what is not offered to them, especially 
foreign languages not offered in primary schools, when an individual is 
more likely to better learn the native pronunciation, and thus develop 
fluency.

(Assuming, of course, instructors able to, and with materials to, teach 
appropriate phonetic basics at age level.)

Of the multiple reasons a person might want to learn another language, 
one that is applicable to almost all second language learners is that 
second language study broadens and deepens understanding of the first 
language. The comparative and contrastive benefits of second language 
study are an integral part of the process, and a benefit to all language 
students whether or not they use the second language with significant 
frequency. This seems a reasonable justification for requiring foreign 
language study for secondary school graduation, and as a component of 
adult basic education.


Ken
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