School Spanish teachers with Rosetta Stone
March 26th, 2012
In edgemont, a high-performing Westchester school district, children as young as 7 could recite colors and days of the week in Spanish, but few if any learned to really converse, read or write. So this fall, the district canceled the Spanish lessons offered twice weekly at its two elementary schools since 2003, deciding the time and resources — an estimated $175,000 a year — could be better spent on other subjects.
Class consolidation in Yonkers resulted in the loss of four foreign-language teaching positions, and budget cuts have cost Arlington, N.Y., its seventh-grade German program, and Danbury, Conn., several sections of middle school French and Spanish.And in New Jersey, the Ridgewood district is replacing its three elementary school Spanish teachers with Rosetta Stone, an interactive computer program that cost $70,000, less than half their combined salaries.“There’s never a replacement for a teacher in the classroom,” said Debra Anderson, a Ridgewood spokeswoman. “But this was a good solution in view of the financial constraints.”
After years of expanding language offerings, suburban districts across the New York region are now cutting back on staff and instructional time, phasing out less popular languages, and rethinking whether they can really afford to introduce foreign tongues to their youngest students while under constant pressure to downsize budgets and raise achievement in English and other core subjects.

But such cuts have dismayed and frustrated some educators and parents, who say that children need more, not fewer, foreign language skills to compete in a global marketplace.In many cultures, a lot of business does not get done around the business table, it gets done in side conversations and social situations,” said Marty Abbott, director of education for the American Council on the Teaching of Foreign Languages and a former high school Spanish and Latin teacher. “If you can’t participate in those discussions, you get left out.”
Foreign languages play an increasingly prominent role in urban schools that serve diverse ethnic communities. For instance, the New York City schools offered courses in Haitian-Creole, Vietnamese, and Portuguese last year, and opened the first public school dedicated to Arabic language and culture in Brooklyn in 2007. Last week, the city’s first Hebrew-language charter school opened, also in Brooklyn.
Advocates for foreign-language instruction would like to see the lessons integrated into the core curriculum rather than treated as electives easy to ax at budget time. They also say that instruction should begin as early as possible — ideally in preschool — because academic research shows that younger children are more accepting of other cultures and better able to master the pronunciation and intonation of foreign words. Some even contend that learning a foreign language can foster cognitive skills that lead to higher standardized test scores in other subjects.

