1 10 1 http://omeka.buffalolib.org/files/original/acf4ee2b8b57aae4b506b541d5be9f05.mp3 ed0574301e5a7881dcb32a47efbb2f0c http://omeka.buffalolib.org/files/original/27b7a8888dd39e457e84d5e7aec504ab.pdf e1984334515621df855b8fb4aa39707f PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: David Caban Interview Location: Buffalo, NY Interview Date: 8/20/2013 Interview Conducted by: Stephanie Bucalo Executive Summary: This interview with David Caban took place on August 20, 2013 at the Enterprise Charter School in Buffalo, NY and was conducted by Stephanie Bucalo. David was originally from New York City but received his university education at the University at Buffalo. After graduating, he stayed in Buffalo to help improve academic opportunities for the Latino population in the public school system. David soon realized the Buffalo Public Schools were not prepared to educate the growing Spanish speaking population and quickly jumped in to help develop a bilingual program at the Herman Badillo Community School on Elmwood Avenue. David, along with his fellow BPS bilingual colleagues, partnered with the community to identify how to best cater to the academic needs of the Spanish speaking community. He recognized that complete bilingualism was key to maintaining the Spanish language and culture, but also to help students prepare themselves for college and the workforce. Over the years David has been instrumental in furthering the success of the Herman Badillo Community School as well as implementing a bilingual program at the Olmstead Elementary School. In this interview, David discusses the importance of maintaining the Spanish language within the Latino community as well as the struggles that Latino students at Herman Badillo face as they live at a lower socioeconomic level than the more affluent students at Olmstead Elementary School. David strongly stresses the need for community and family intervention in all aspects of their child’s education. Resumen Ejecutivo: Esta entrevista tomó lugar el 20 de agosto de 2013 al Enterprise Charter SChool en Búfalo, NY y fue conducida por Stephanie Bucalo. Originalmente David es de la Ciudad de Nueva York pero vino a Búfalo para recibir su educación a la Universidad de Búfalo. Después de graduarse, se quedó en Búfalo y ayudó a mejorar las oportunidades educativas para la población latina en el sistema público de escuelas. Justo se dio cuenta que los Buffalo Public Schools no estaban listos a educar a los estudiantes hispanohablantes y se involucró �rápidamente para desarrollar un programa bilingüe en Herman Badillo Community School en la Avenida Elmwood. David, al lado de sus colegas de BPS, trabajaba con la comunidad para identificar la mejor manera de tratar las necesidades educativas de la comunidad hispanohablante. Él reconoció que el bilingüismo completo era clave en el mantenimiento de la lengua española y la cultura, pero también para ayudarlos a los estudiantes para la entrada en la universidad y la fuerza laboral. Sobre los años David ha sido fundamental en el progreso y el éxito del Herman Badillo Community School tanto como la implementación del programa bilingüe al Olmstead Elementary School. En esta entrevista, David expresa la importancia del mantenimiento el lenguaje español dentro de la comunidad latina tanto como los desafíos que los estudiantes latinos enfrentan porque viven a un nivel socioeconómico más bajo que los estudiantes afluentes que asisten al Olmstead Elementary School. David enfatiza fuertemente que es necesario que la comunidad y la familia intervenga en los asuntos educativos de sus niños para crear el mejor estudiante. Story Clips: 0:12 - A brief introduction David Caban gives a brief introduction about himself. David se presenta con una introducción. 0:42 - Educated in Buffalo David came to Buffalo to attend the university. He is originally from New York City. He received all of his degrees in Buffalo and has since become an integral part of the education system. David vino a Búfalo para asistir a la universidad donde recibió todos de sus titulados. Originalmente vino de Nueva York. Se quedó en Búfalo y se integró al sistema educativo. 1:15 - How did David get involved with the Hispanic community? David explains how he became involved with the Hispanic community. He learned about the challenges Hispanics faced in Buffalo from friends he met in the university. �David explica cómo se involucró con la comunidad hispana. Él aprendió sobre los desafíos que enfrentaron a los hispanos en Búfalo de unos amigos que conoció en la universidad. 2:43 - Community members help select new bilingual teachers Members of the community formed a team and helped select new bilingual teachers. This was the first time people outside of the administration and school had the opportunity to choose faculty for the bilingual program. Unos miembros de la comunidad formaron un equipo y hicieron entrevistas con los nuevos candidatos de los puestos bilingües. Era la primera vez que unos miembros de la comunidad participaban en las entrevistas de los nuevos maestros y influyen las decisiones de quién iba a ser una parte del programa bilingüe. 3:50 - Hispanic community leaders get involved in bilingual education The Hispanic community leaders helped design the bilingual program. Los líderes de la comunidad hispana ayudaron a construir el programa bilingüe. 8:37 - BPS didn't know what to do with the growing Hispanic student population Initially the Buffalo Public Schools didn't know how to best teach the growing Spanish speaking population. They did not have bilingual teachers or curriculum for Spanish speaking students. Al inicio los Buffalo Public Schools no sabían enseñar a los estudiantes hispanohablantes crecientes. Ya no había un programa bilingüe desarrollado. Tampoco eran maestros bilingües ni currículo en español. 9:51 - Programs in Dade County and Texas were the first to have bilingual programs The committee members got ideas for a bilingual program from Dade County and Texas. These two places were the first to implement bilingual programs in their public schools. Los miembros del comité consiguió ideas de Dade County y Texas. Ambos lugares eran los primeros que empezaron un programa bilingüe en las escuelas públicas. �10:57 - Self contained vs Pull out classes David explains the difference between a self contained class versus a pull out class. David explica la diferencia entre las clases autónomas y las de los estudiantes que salen a otras aulas. 11:17 - Screened teachers were placed in schools with large numbers of Spanish speaking students The teachers who were selected during the community interviewing process were placed where there were large Spanish speaking populations. Se mandaron a los maestros que fueron elegidos por el comité de la comunidad a las escuelas con las poblaciones más grandes en la ciudad. 11:58 - Apply for Federal funding in academic year 1972-1973 A committee of community members applied for Federal funding to start a bilingual program in the Buffalo Public Schools in 1972-1973. Un comité de miembros comunitarios se solicitó de una fuente federal para empezar un programa bilingüe en los Buffalo Public Schools. 13:13 - The meaning of self-containment David explains what takes place in a self-contained classroom. David explica lo que toma lugar en un aula autónomo. 14:01 - The benefits of having a self contained classroom There were many benefits to having a self contained classroom. The teacher could instruct the same kids all day long without changing classes. Habían muchos beneficios de las aulas autónomas. Los maestros pueden dar clases a los mismos estudiantes por todo el día sin cambio. 14:35 - Herman Badillo program was the ideal Herman Badillo is located right within the Spanish speaking community. The committee felt that this school was the ideal location for the first bilingual program. �Se ubica Herman Badillo justo dentro de la comunidad hispanohablante. El comité pensó que Herman Badillo era la escuela perfecta para el primer programa bilingüe. 15:39 - Why strip the child of their native language David doesn't think the education system should strip the kids of their native language. David no cree que el sistema educativa deba robar a los estudiantes de su lengua nativa. 17:09 - Bilingual program evolves The bilingual program evolves as more students become a part of it. El programa bilingüe evoluciona como más estudiantes entraron en el programa. 18:57 - Transitional vs Maintenance Bilingual Program David explains the difference between a transitional bilingual program and a maintenance bilingual program. Transitional bilingual programs are for students who are ready to move into an English only classroom. Maintenance bilingual programs are for students who need to work on maintaining their Spanish. David explica la diferencia entre un programa bilingüe transicional y un programa bilingüe de mantenimiento. El programa bilingüe transicional era para ayudar a los estudiantes que van a un program solamente en inglés. El programa bilingüe de mantenimiento era un programa para ayudar a los estudiantes que necesitan mantener el español. 19:56 - We wanted to maintain their Spanish David explains that the committee who set up the bilingual program wanted the students to maintain their Spanish but also learn English. David explica que el comité quería que los estudiantes mantuvieran el español pero al mismo tiempo aprendieran el inglés 20:27 - Spanish predominant students continued with their education Spanish predominant students continued with their education even if they weren't fully bilingual. �Los estudiantes hispanohablantes siguieron con su educación aunque no eran completamente bilingües. 22:31 - The bilingual classroom became attractive to other students Other students wanted to be a part of the bilingual classroom too. Students who only spoke English began to see the benefits of the bilingual classroom. Otros estudiantes querían ser parte del aula bilingüe. Los estudiantes anglosajones empezaron a ver los beneficios de ser bilingüe. 23:58 - Their needs were being met academically As the bilingual services increased within the Buffalo Public Schools, the students started to succeed. Cómo aumentaron los servicios bilingües dentro de los Buffalo Public Schools, los estudiantes empezaron a tener más éxito. 25:09 - Families were coming from Puerto Rico not the Bronx or Brooklyn At this time, families were coming to Buffalo, not the Bronx. This meant that many of these students had never received instruction in English. Prior to this new wave, Puerto Rican migrants were coming from New York City where they were already accustomed to the education system in English. En esa época, las familias vinieron a Búfalo de Puerto Rico y no del Bronx. Este quería decir que era posible que los estudiantes nunca hubiera recibido instrucción en inglés. La ola anterior vino de Nueva York y los estudiantes ya estaban acostumbrados al sistema educativa en inglés. 26:41 - Parents supported bilingual program at Herman Badillo Parents in the neighborhood supported the creation of the Herman Badillo bilingual community school. Los padres en el vecindario apoyaron a la creación de la Escuela Bilingüe Herman Badillo. 27:53 - Bilingual programs were duplicated nationwide Bilingual programs begin to appear all over the country. They used the bilingual model from Dade County, Florida as an example of how they could design their own in Buffalo. �Los programas bilingües empezaron a aparecer por todo el país. Se usó el modelo del programa bilingüe en Dade County, Florida para un ejemplo de cómo se construía su propio programa bilingüe en Búfalo. 29:26 - Conflicts between Spanish and non-Spanish speaking students There were many conflicts between Spanish speaking and non-Spanish speaking students, especially those who identified with their Hispanic culture. Many Buffalonian born Hispanics never learned Spanish but still identified with their respective country/place or origin. Spanish speaking Hispanics didn't see them as the same because they couldn't speak Spanish. Hubo muchos conflictos entre los estudiantes hispanohablantes y no hispanohablantes, especialmente entre los que se identificaron con su cultura hispana. Muchos hispanos nacidos en Búfalo no aprendieron a hablar el español pero todavía se identificaron con sus países/lugares de nacimiento respectivamente. Los hispanohablantes no los consideraron lo mismo porque no hablaron español. 30:33 - Hispanic ethnic traditions David discusses different Hispanic ethnic traditions as they are celebrated within the community. David expresa las tradiciones hispanas diferentes celebradas dentro de la comunidad. Más información en seguida. 32:00 - Spanish dominant classes were not helpful Spanish dominant classes did not help Spanish speaking students in the Buffalo Public Schools. They were not exposed to English therefore they still weren't able succeed in school. Las clases dominadas por el español no ayudaron a los estudiantes porque no tenían las oportunidades para aprender el inglés. Por eso, no tenían mucho éxito en la escuela. 33:12 - There is more educational accountability David explains how the introduction of the bilingual program created more accountability for their student's education. �David explica cómo la introducción del programa bilingüe crea un sentido de contabilidad para la educación de los estudiantes. 33:47 - Full transition takes 3-5 years David explains how long it takes to fully transition a student from a monolingual environment to a bilingual environment. He says it takes 3-5 years. David explica cuánto tiempo toma para hacer la transición del estudiante de un ambiente monolingual al uno bilingüe. Toman 3-5 años. 34:59 - Where do bilingual students go after 8th grade Students who complete their bilingual education (it ends at 8th grade) go to an English only high school. By this time, if the program is successful, the students should be fully bilingual. Los estudiantes que cumplieron el programa bilingüe (termina al octavo grado) continúan su educación en una secundaria anglosajona. En ese momento, si el programa es exitosa, los estudiantes deberían ser bilingües. 37:23 - The district wasn't ready to track students The district wasn't ready to identify which students needed additional support. They didn't have the resources to provide adequate education to students who spoke languages other than Spanish. For this reason, the Hispanic community got involved. El distrito no estaba listo para identificar cuáles estudiantes necesitaron más ayuda en la escuela. No tuvieron los recursos para dar una educación apropiada a los estudiantes que hablaron otras lenguas que el inglés. Por eso, se involucró a la comunidad hispana. 40:08 - How to create a strong community school David explains how to create a strong community school. He believes that the parents have to be 100% on board with what the school is trying to accomplish to be successful. David explica cómo crear una escuela comunitaria fuerte. Dice que los padres tienen que estar de acuerdos con todo lo que trata de hacer en la escuela. 43:13 - Early bilingual program evolves into the Multilingual Department �The bilingual program eventually evolved into the Multi-Lingual Program which exists today. The Buffalo Public Schools started enrolling students from other countries where the students speak dozens of other languages. Eventualmente el program bilingüe se convirtió en el programa multilingüe, lo cual existe hoy en día. Los Buffalo Public Schools empezaron a matricular a los estudiantes de otros países donde hablaron docenas de otras lenguas. 50:13 - Addressing all languages in BPS The Buffalo Public Schools has students from all over the world. They needed to create a plan to address the growing need for language support. Los Buffalo Public Schools tienen estudiantes de varios países. Necesitaron formular un plan para atender la necesidad lingüística de los estudiantes diversos. 51:49 - How to be fully bilingual starting in Kindergarten David explains the importance of being bilingual education in Kindergarten. David explica que es necesario formar a un estudiante completamente bilingüe que empieza en Kindergarten. 54:08 - Bilingual program at Olmstead A committee, with the help of parents from the Olmstead Elementary School, begin a bilingual program. Un comité empieza, con la ayuda de los padres de la Escuela Primaria Olmstead, un programa bilingüe. 55:30 - Fisher Price mom shows you can immerse an English only child in a bilingual school A mother sent her child to Olmstead where there was a bilingual program. Students learn Spanish beginning in Kindergarten and are immersed in a Spanish only environment during a dedicated time each day. Una madre que trabajaba a Fisher Price mandó a su hijo a la Escuela Primaria Olmstead donde hay un programa bilingüe. Los estudiantes se sumergieron en un ambiente solo hispanohablante durante una temporada dedicada al lenguaje. 58:04 - Met with Olmstead parents about bilingual program �David met with the parents from Olmstead to discuss the introduction of a bilingual program. Olmstead is an elementary school with high entrance standards. It was the second school to implement a (voluntary/application based) bilingual program. David se juntó con unos padres de la Escuela Primaria Olmstead para discutir la posibilidad de introducir un programa bilingüe ahí. Olmstead es una escuela primaria que requiere un estándar de educación alto para entrar en la escuela. El programa bilingüe es voluntario y basado en un proceso de solicitud. 58:50 - Volunteered after retirement and brought the families to Puerto Rico David volunteered to help bring families from Olmstead to Puerto Rico. David se ofreció a llevar unos padres de Olmstead a Puerto Rico. 59:18 - Socioeconomic differences Socioeconomic differences determine how successful a bilingual program can be. He compares the programs at Herman Badillo and Olmstead. The students at Herman Badillo come from low income families. The students at Olmstead tend to be from affluent families. He feels that people coming from a higher socioeconomic status are more apt to be successful in a bilingual setting because they have more support around them. Las diferencias socioeconómicas determinan el éxito que un estudiante tiene en el aula bilingüe. Los estudiantes que asisten a Herman Badillo vienen de familias más humildes. Los estudiantes que asisten a Olmstead por mucha parte vienen de familias más opulentes. Él cree que el estatus socioeconómico puede tomar un rol en el éxito de un estudiante en un programa bilingüe porque hay más apoyo de sus maestros y su familia. 1:00:35 - The bilingual waiting list was extensive at Olmstead There was a very long waiting list at Olmstead for the bilingual program. Some parents who couldn't get their kids into the regular educational program signed their kids up for the bilingual program just so they could go to Olmstead. David found this funny because he was afraid the parents didn't realize their kids would also receive instruction in Spanish. Hubo una lista de esperanza larga a Olmstead para el programa bilingüe. Algunos de los padres llenaron solicitudes de entrada para el programa �bilingüe porque no podían entrar en el programa tradicional de la escuela. David tenía miedo que los padres no supieran que sus hijos recibieran instrucción en español también. 1:01:18 - Various levels of success for Spanish speaking students at Olmstead Students achieved various levels of success at Olmstead. Los estudiantes llegaron a varios niveles de éxito a Olmstead. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Enterprise Charter School, Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:02:37 Time Summary A summary of an interview given for different time stamps throughout the interview 0:12 - A brief introduction David Caban gives a brief introduction about himself. David se presenta con una introducción. 0:42 - Educated in Buffalo David came to Buffalo to attend the university. He is originally from New York City. He received all of his degrees in Buffalo and has since become an integral part of the education system. David vino a Búfalo para asistir a la universidad donde recibió todos de sus titulados. Originalmente vino de Nueva York. Se quedó en Búfalo y se integró al sistema educativo. 1:15 - How did David get involved with the Hispanic community? David explains how he became involved with the Hispanic community. He learned about the challenges Hispanics faced in Buffalo from friends he met in the university. David explica cómo se involucró con la comunidad hispana. Él aprendió sobre los desafíos que enfrentaron a los hispanos en Búfalo de unos amigos que conoció en la universidad. 2:43 - Community members help select new bilingual teachers Members of the community formed a team and helped select new bilingual teachers. This was the first time people outside of the administration and school had the opportunity to choose faculty for the bilingual program. Unos miembros de la comunidad formaron un equipo y hicieron entrevistas con los nuevos candidatos de los puestos bilingües. Era la primera vez que unos miembros de la comunidad participaban en las entrevistas de los nuevos maestros y influyen las decisiones de quién iba a ser una parte del programa bilingüe. 3:50 - Hispanic community leaders get involved in bilingual education The Hispanic community leaders helped design the bilingual program. Los líderes de la comunidad hispana ayudaron a construir el programa bilingüe. 8:37 - BPS didn't know what to do with the growing Hispanic student population Initially the Buffalo Public Schools didn't know how to best teach the growing Spanish speaking population. They did not have bilingual teachers or curriculum for Spanish speaking students. Al inicio los Buffalo Public Schools no sabían enseñar a los estudiantes hispanohablantes crecientes. Ya no había un programa bilingüe desarrollado. Tampoco eran maestros bilingües ni currículo en español. 9:51 - Programs in Dade County and Texas were the first to have bilingual programs The committee members got ideas for a bilingual program from Dade County and Texas. These two places were the first to implement bilingual programs in their public schools. Los miembros del comité consiguió ideas de Dade County y Texas. Ambos lugares eran los primeros que empezaron un programa bilingüe en las escuelas públicas. 10:57 - Self contained vs Pull out classes David explains the difference between a self contained class versus a pull out class. David explica la diferencia entre las clases autónomas y las de los estudiantes que salen a otras aulas. 11:17 - Screened teachers were placed in schools with large numbers of Spanish speaking students The teachers who were selected during the community interviewing process were placed where there were large Spanish speaking populations. Se mandaron a los maestros que fueron elegidos por el comité de la comunidad a las escuelas con las poblaciones más grandes en la ciudad. 11:58 - Apply for Federal funding in academic year 1972-1973 A committee of community members applied for Federal funding to start a bilingual program in the Buffalo Public Schools in 1972-1973. Un comité de miembros comunitarios se solicitó de una fuente federal para empezar un programa bilingüe en los Buffalo Public Schools. 13:13 - The meaning of self-containment David explains what takes place in a self-contained classroom. David explica lo que toma lugar en un aula autónomo. 14:01 - The benefits of having a self contained classroom There were many benefits to having a self contained classroom. The teacher could instruct the same kids all day long without changing classes. Habían muchos beneficios de las aulas autónomas. Los maestros pueden dar clases a los mismos estudiantes por todo el día sin cambio. 14:35 - Herman Badillo program was the ideal Herman Badillo is located right within the Spanish speaking community. The committee felt that this school was the ideal location for the first bilingual program. Se ubica Herman Badillo justo dentro de la comunidad hispanohablante. El comité pensó que Herman Badillo era la escuela perfecta para el primer programa bilingüe. 15:39 - Why strip the child of their native language David doesn't think the education system should strip the kids of their native language. David no cree que el sistema educativa deba robar a los estudiantes de su lengua nativa. 17:09 - Bilingual program evolves The bilingual program evolves as more students become a part of it. El programa bilingüe evoluciona como más estudiantes entraron en el programa. 18:57 - Transitional vs Maintenance Bilingual Program David explains the difference between a transitional bilingual program and a maintenance bilingual program. Transitional bilingual programs are for students who are ready to move into an English only classroom. Maintenance bilingual programs are for students who need to work on maintaining their Spanish. David explica la diferencia entre un programa bilingüe transicional y un programa bilingüe de mantenimiento. El programa bilingüe transicional era para ayudar a los estudiantes que van a un program solamente en inglés. El programa bilingüe de mantenimiento era un programa para ayudar a los estudiantes que necesitan mantener el español. 19:56 - We wanted to maintain their Spanish David explains that the committee who set up the bilingual program wanted the students to maintain their Spanish but also learn English. David explica que el comité quería que los estudiantes mantuvieran el español pero al mismo tiempo aprendieran el inglés 20:27 - Spanish predominant students continued with their education Spanish predominant students continued with their education even if they weren't fully bilingual. Los estudiantes hispanohablantes siguieron con su educación aunque no eran completamente bilingües. 22:31 - The bilingual classroom became attractive to other students Other students wanted to be a part of the bilingual classroom too. Students who only spoke English began to see the benefits of the bilingual classroom. Otros estudiantes querían ser parte del aula bilingüe. Los estudiantes anglosajones empezaron a ver los beneficios de ser bilingüe. 23:58 - Their needs were being met academically As the bilingual services increased within the Buffalo Public Schools, the students started to succeed. Cómo aumentaron los servicios bilingües dentro de los Buffalo Public Schools, los estudiantes empezaron a tener más éxito. 25:09 - Families were coming from Puerto Rico not the Bronx or Brooklyn At this time, families were coming to Buffalo, not the Bronx. This meant that many of these students had never received instruction in English. Prior to this new wave, Puerto Rican migrants were coming from New York City where they were already accustomed to the education system in English. En esa época, las familias vinieron a Búfalo de Puerto Rico y no del Bronx. Este quería decir que era posible que los estudiantes nunca hubiera recibido instrucción en inglés. La ola anterior vino de Nueva York y los estudiantes ya estaban acostumbrados al sistema educativa en inglés. 26:41 - Parents supported bilingual program at Herman Badillo Parents in the neighborhood supported the creation of the Herman Badillo bilingual community school. Los padres en el vecindario apoyaron a la creación de la Escuela Bilingüe Herman Badillo. 27:53 - Bilingual programs were duplicated nationwide Bilingual programs begin to appear all over the country. They used the bilingual model from Dade County, Florida as an example of how they could design their own in Buffalo. Los programas bilingües empezaron a aparecer por todo el país. Se usó el modelo del programa bilingüe en Dade County, Florida para un ejemplo de cómo se construía su propio programa bilingüe en Búfalo. 29:26 - Conflicts between Spanish and non-Spanish speaking students There were many conflicts between Spanish speaking and non-Spanish speaking students, especially those who identified with their Hispanic culture. Many Buffalonian born Hispanics never learned Spanish but still identified with their respective country/place or origin. Spanish speaking Hispanics didn't see them as the same because they couldn't speak Spanish. Hubo muchos conflictos entre los estudiantes hispanohablantes y no hispanohablantes, especialmente entre los que se identificaron con su cultura hispana. Muchos hispanos nacidos en Búfalo no aprendieron a hablar el español pero todavía se identificaron con sus países/lugares de nacimiento respectivamente. Los hispanohablantes no los consideraron lo mismo porque no hablaron español. 30:33 - Hispanic ethnic traditions David discusses different Hispanic ethnic traditions as they are celebrated within the community. David expresa las tradiciones hispanas diferentes celebradas dentro de la comunidad. Más información en seguida. 32:00 - Spanish dominant classes were not helpful Spanish dominant classes did not help Spanish speaking students in the Buffalo Public Schools. They were not exposed to English therefore they still weren't able succeed in school. Las clases dominadas por el español no ayudaron a los estudiantes porque no tenían las oportunidades para aprender el inglés. Por eso, no tenían mucho éxito en la escuela. 33:12 - There is more educational accountability David explains how the introduction of the bilingual program created more accountability for their student's education. David explica cómo la introducción del programa bilingüe crea un sentido de contabilidad para la educación de los estudiantes. 33:47 - Full transition takes 3-5 years David explains how long it takes to fully transition a student from a monolingual environment to a bilingual environment. He says it takes 3-5 years. David explica cuánto tiempo toma para hacer la transición del estudiante de un ambiente monolingual al uno bilingüe. Toman 3-5 años. 34:59 - Where do bilingual students go after 8th grade Students who complete their bilingual education (it ends at 8th grade) go to an English only high school. By this time, if the program is successful, the students should be fully bilingual. Los estudiantes que cumplieron el programa bilingüe (termina al octavo grado) continúan su educación en una secundaria anglosajona. En ese momento, si el programa es exitosa, los estudiantes deberían ser bilingües. 37:23 - The district wasn't ready to track students The district wasn't ready to identify which students needed additional support. They didn't have the resources to provide adequate education to students who spoke languages other than Spanish. For this reason, the Hispanic community got involved. El distrito no estaba listo para identificar cuáles estudiantes necesitaron más ayuda en la escuela. No tuvieron los recursos para dar una educación apropiada a los estudiantes que hablaron otras lenguas que el inglés. Por eso, se involucró a la comunidad hispana. 40:08 - How to create a strong community school David explains how to create a strong community school. He believes that the parents have to be 100% on board with what the school is trying to accomplish to be successful. David explica cómo crear una escuela comunitaria fuerte. Dice que los padres tienen que estar de acuerdos con todo lo que trata de hacer en la escuela. 43:13 - Early bilingual program evolves into the Multilingual Department The bilingual program eventually evolved into the Multi-Lingual Program which exists today. The Buffalo Public Schools started enrolling students from other countries where the students speak dozens of other languages. Eventualmente el program bilingüe se convirtió en el programa multilingüe, lo cual existe hoy en día. Los Buffalo Public Schools empezaron a matricular a los estudiantes de otros países donde hablaron docenas de otras lenguas. 50:13 - Addressing all languages in BPS The Buffalo Public Schools has students from all over the world. They needed to create a plan to address the growing need for language support. Los Buffalo Public Schools tienen estudiantes de varios países. Necesitaron formular un plan para atender la necesidad lingüística de los estudiantes diversos. 51:49 - How to be fully bilingual starting in Kindergarten David explains the importance of being bilingual education in Kindergarten. David explica que es necesario formar a un estudiante completamente bilingüe que empieza en Kindergarten. 54:08 - Bilingual program at Olmstead A committee, with the help of parents from the Olmstead Elementary School, begin a bilingual program. Un comité empieza, con la ayuda de los padres de la Escuela Primaria Olmstead, un programa bilingüe. 55:30 - Fisher Price mom shows you can immerse an English only child in a bilingual school A mother sent her child to Olmstead where there was a bilingual program. Students learn Spanish beginning in Kindergarten and are immersed in a Spanish only environment during a dedicated time each day. Una madre que trabajaba a Fisher Price mandó a su hijo a la Escuela Primaria Olmstead donde hay un programa bilingüe. Los estudiantes se sumergieron en un ambiente solo hispanohablante durante una temporada dedicada al lenguaje. 58:04 - Met with Olmstead parents about bilingual program David met with the parents from Olmstead to discuss the introduction of a bilingual program. Olmstead is an elementary school with high entrance standards. It was the second school to implement a (voluntary/application based) bilingual program. David se juntó con unos padres de la Escuela Primaria Olmstead para discutir la posibilidad de introducir un programa bilingüe ahí. Olmstead es una escuela primaria que requiere un estándar de educación alto para entrar en la escuela. El programa bilingüe es voluntario y basado en un proceso de solicitud. 58:50 - Volunteered after retirement and brought the families to Puerto Rico David volunteered to help bring families from Olmstead to Puerto Rico. David se ofreció a llevar unos padres de Olmstead a Puerto Rico. 59:18 - Socioeconomic differences Socioeconomic differences determine how successful a bilingual program can be. He compares the programs at Herman Badillo and Olmstead. The students at Herman Badillo come from low income families. The students at Olmstead tend to be from affluent families. He feels that people coming from a higher socioeconomic status are more apt to be successful in a bilingual setting because they have more support around them. Las diferencias socioeconómicas determinan el éxito que un estudiante tiene en el aula bilingüe. Los estudiantes que asisten a Herman Badillo vienen de familias más humildes. Los estudiantes que asisten a Olmstead por mucha parte vienen de familias más opulentes. Él cree que el estatus socioeconómico puede tomar un rol en el éxito de un estudiante en un programa bilingüe porque hay más apoyo de sus maestros y su familia. 1:00:35 - The bilingual waiting list was extensive at Olmstead There was a very long waiting list at Olmstead for the bilingual program. Some parents who couldn't get their kids into the regular educational program signed their kids up for the bilingual program just so they could go to Olmstead. David found this funny because he was afraid the parents didn't realize their kids would also receive instruction in Spanish. Hubo una lista de esperanza larga a Olmstead para el programa bilingüe. Algunos de los padres llenaron solicitudes de entrada para el programa bilingüe porque no podían entrar en el programa tradicional de la escuela. David tenía miedo que los padres no supieran que sus hijos recibieran instrucción en español también. 1:01:18 - Various levels of success for Spanish speaking students at Olmstead Students achieved various levels of success at Olmstead. Los estudiantes llegaron a varios niveles de éxito a Olmstead. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource David Caban Creator An entity primarily responsible for making the resource David Caban (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource This interview with David Caban took place on August 20, 2013 at the Enterprise Charter School in Buffalo, NY and was conducted by Stephanie Bucalo. David was originally from New York City but received his university education at the University at Buffalo. After graduating, he stayed in Buffalo to help improve academic opportunities for the Latino population in the public school system. David soon realized the Buffalo Public Schools were not prepared to educate the growing Spanish speaking population and quickly jumped in to help develop a bilingual program at the Herman Badillo Community School on Elmwood Avenue. David, along with his fellow BPS bilingual colleagues, partnered with the community to identify how to best cater to the academic needs of the Spanish speaking community. He recognized that complete bilingualism was key to maintaining the Spanish language and culture, but also to help students prepare themselves for college and the workforce. Over the years David has been instrumental in furthering the success of the Herman Badillo Community School as well as implementing a bilingual program at the Olmstead Elementary School. In this interview, David discusses the importance of maintaining the Spanish language within the Latino community as well as the struggles that Latino students at Herman Badillo face as they live at a lower socioeconomic level than the more affluent students at Olmstead Elementary School. David strongly stresses the need for community and family intervention in all aspects of their child’s education. Esta entrevista tomó lugar el 20 de agosto de 2013 al Enterprise Charter SChool en Búfalo, NY y fue conducida por Stephanie Bucalo. Originalmente David es de la Ciudad de Nueva York pero vino a Búfalo para recibir su educación a la Universidad de Búfalo. Después de graduarse, se quedó en Búfalo y ayudó a mejorar las oportunidades educativas para la población latina en el sistema público de escuelas. Justo se dio cuenta que los Buffalo Public Schools no estaban listos a educar a los estudiantes hispanohablantes y se involucró rápidamente para desarrollar un programa bilingüe en Herman Badillo Community School en la Avenida Elmwood. David, al lado de sus colegas de BPS, trabajaba con la comunidad para identificar la mejor manera de tratar las necesidades educativas de la comunidad hispanohablante. Él reconoció que el bilingüismo completo era clave en el mantenimiento de la lengua española y la cultura, pero también para ayudarlos a los estudiantes para la entrada en la universidad y la fuerza laboral. Sobre los años David ha sido fundamental en el progreso y el éxito del Herman Badillo Community School tanto como la implementación del programa bilingüe al Olmstead Elementary School. En esta entrevista, David expresa la importancia del mantenimiento el lenguaje español dentro de la comunidad latina tanto como los desafíos que los estudiantes latinos enfrentan porque viven a un nivel socioeconómico más bajo que los estudiantes afluentes que asisten al Olmstead Elementary School. David enfatiza fuertemente que es necesario que la comunidad y la familia intervenga en los asuntos educativos de sus niños para crear el mejor estudiante. Date A point or period of time associated with an event in the lifecycle of the resource 2013-08-20 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Bilingual Education