Priya Rajsekar on how the controversy over so-called school ‘segregation’ missed the point entirely...
THE RECENT debate on schooling for immigrant children isn’t about Brian Hayes, the Fine Gael TD who sparked the controversy. It isn’t about racism or immigrants either. It is about the future of the children of this country, mine included, and I am really concerned.
The past week has seen several print pages and sound bytes devoted to slandering the Fine Gael education spokesperson for his wrong choice of words (apparently his native command of the English language failed him in this instance). But in the rush to focus on personalities, the real issue has, as always, been obscured and will inevitably die its untimely media death. In time, decisions will be made, probably quietly, without sufficient debate - and I worry that they may not be in the best interests of the children.
During the past fortnight, we have had opinions bounced back and forth, and jargon like ‘immersion’ and ‘submersion’ thrown at us. It has been hard even for the experts to arrive at a conclusion. But, in this preoccupation with language, other more important facets of our children’s lives could become casualties. As a parent, my child’s happiness and peace means more to me than his proficiency in the English language. His dignity and his chance to live in an egalitarian society are far more important as well.
In the haste to reap short-term gains, it is likely that we may be losing sight of the bigger picture. I fear that by separating children, we would deny them the opportunity of social-interaction, to experience cultural and ethnic diversity, and to forge early friendships.
These temporary exclusions could become permanent and irrevocable. In the wake of this ‘segregation’ controversy, like many other parents, I did my bit of research. Researchers from premier institutes such as Harvard have opined that children have the innate ability to learn new languages rapidly, especially if it is of some use to them in their everyday lives. As an Indian, I can contribute to this debate by drawing from personal experience and observation. Given that there are over twenty official languages in India, the average Indian needs to be multi-lingual.
Every state has its official language as an optional second-language or compulsory third at school level, and with each migration that the parent makes, the child, through sheer exposure, picks up the new language. I also have anecdotal evidence proving that many immigrant children in Ireland have gained proficiency in the English language through sheer exposure. I recall the pride in a teacher’s voice when she narrated how a child without any English skills gained fluency within months, thanks to his friends who made it their mission to help him. There are heart-warming stories out there of teachers and peers doing their utmost.
From the other side of the debate, it has been reported that many Irish and English-speaking parents feel their children are held back because of the problem. It is a legitimate concern, and one that needs to be addressed with sensitivity. But, on the other hand, maybe immigrant children who need a bit of help with their English have a lot to contribute in other subjects.
Children of Asian origin, for instance, are reportedly far ahead in their mathematical ability. It is also true that these faceless children whom the TD is seeking to segregate could be the son or daughter of your local grocer, your regular GP or your neighbourhood bank manager, given that one in ten people here is an immigrant and mostly in employment. They are here because the country needs them. I do not have the expertise to judge the merits of different approaches to English language teaching.
But, what I do know is that we already have enough differences and divides to resolve. We don’t need the added exclusion that ‘segregation’ and ‘separation’ will bring in its wake. It is more important that decision-makers take a holistic view of the issue, rather than concentrate on just the problem concerning English-language teaching to ‘immigrants’ who at the end of their schooling may well be naturalised citizens – if they are not citizens by birth in the first instance.
