By: TAYLOR BENNETT
Staff Writer
Close your eyes. Don’t actually close your eyes – you would not be able to read this article if you did. Imagine your first day of ninth grade, or any grade, really, at a new school. Sounds nerve-racking, per usual, right? Sure, we can go with that. You see every new face in your first class and wonder who wants to be friends with you, who is going to talk to you, who would be willing to start the conversation. It’s going to be okay, someone definitely will strike up a conversation about the latest assignment, or what they ate for lunch. Except they will never do that, because you cannot understand each other. You don’t speak the same language. That changes the game, doesn’t it? So, therein lies the question: should schools provide accurate, reliable translation of classwork, and have on-call interpreters, and what are the benefits of doing so?
The most obvious benefit of this is an increase in interaction and comfort for students and teachers alike in classroom settings. An increase in interaction leads to an increase in understanding and true passion for learning, thus furthering the number of cooperative students on campus, harboring a safe place for students of all educational levels to interact and help one another, in and out of the classroom. With a lack of positive interaction, there is a greater risk of leaving students behind in their education, and this can lead to later social isolation and other issues, depleting the mental health of particular students greatly. Although some may argue that money is an issue, it really should not be an issue, respectfully; if we have the money to purchase vending machines, hire DJs for rallies, and other extracurricular activities that are truly not necessary to education, some of that money can be allocated towards interpreters and accurately translated documents for students that struggle with English proficiency in a wide range of languages.
Additionally, Title IV in the Civil Rights Act of 1964 does in fact require all public academic institutions to ensure that all students, regardless of their proficiency in English, have access to equal opportunities in their educations and are able to participate in all academic opportunities and activities just as students who speak fluent English can, and do. Preservation of academic institutions, the communities built around them, and the character development of students all depends on how willing school districts, as well as state educational boards, are willing to provide for all of their students equally. No student should ever feel isolated from other students because of the language barrier that schools in their entirety – staff and students – should work to break down. No student should ever be left behind, fall behind, or miss out on opportunities that will impact the rest of their lives because of a lack of ability to communicate between two people.
So, I ask you: close your eyes again – or don’t. Think about the first day of school and your very first class. Now, imagine all of the students, teachers, administrators, and staff being able to communicate with ease. That is an ideal world and environment for every person on the school campus, and that is one we can achieve if we use our resources wisely, responsibly, and correctly.