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Parents praise dual-language program, say children gain confidence
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Summary
Public commenters described a dual-language early-education program as boosting children’s confidence and language skills, noting kindergarten time is largely in Spanish with gradual English exposure during specials; commenters called the program a valuable academic and cultural opportunity.
Parents and public commenters at a recent meeting praised a dual-language early-education program, saying it has helped children gain confidence and language skills.
A public commenter said, “Durante el desarrollo del programa, yo he podido ver varios momentos en el los cuales los niños están teniendo como más confianza en su en sí mismo,” attributing the change to the program’s structure and interaction. She later added that both native Spanish-speaking children and those learning Spanish as a second language are showing measurable progress and pride in their learning.
Another commenter gave a practical example of the program’s benefits: “Podemos aprender de las 2 idiomas para entender cuando vamos a la tienda y nos el que nos vende la comida habla inglés y así le entendemos para hablar con él,” describing how bilingualism helps children navigate everyday situations such as communicating with store clerks.
A third commenter said the dual-language program is “una gran oportunidad” that supports academic growth and helps children form cultural identity, and called it a lasting benefit for their future.
Commenters described a typical kindergarten day in the program as active and interactive, with the majority of classroom time in Spanish and gradual exposure to English, especially during special classes. No formal motions, votes, or policy decisions were recorded in the provided transcript segments.
The remarks emphasize parents’ and participants’ positive experiences with bilingual instruction, including reported gains in confidence, everyday communication ability, and academic progress. The record provided does not include district responses, staffing details, enrollment numbers, funding sources, or any formal action; those items were not specified in the transcript.
