By Isha Dandavate

Most schools help recently immigrated students transition into an English-based education system. P.S. 75 promotes a bilingual learning environment instead. The dual language program integrates both native English-speakers and native Spanish-speakers into one classroom so both groups of students can learn from each other.

“The program is considered an additive program, because you’re adding Spanish rather than replacing the second language with English,” said Assistant Principal Tori Hunt. P.S. 75 on West End Avenue was one of the first in New York City to implement a dual language program, Hunt said. Many schools have transitional bilingual programs or ESL programs, which help non-native English speakers to transition into an English-taught curriculum, but P.S. 75’s dual language program is different in that it also encourages students who are fluent in Spanish to continue developing their native language as they learn English.

Students must opt into the dual language program—no one is required to participate. First priority is given to children who come from only Spanish-speaking families, and aren’t exposed to English at home. Extra spaces are then extended to students from English-speaking families who can support speaking Spanish at home, whether it’s because the family is already bilingual, or because they commit to learning the language.

Jennifer Friedman, 37, enrolled both her children in the dual language program. Her 9-year-old son Jack and 6-year-old daughter Celia began their bilingual experience at home—Friedman spoke to them only in Spanish, and her husband spoke to them in English. When her son entered kindergarten, Friedman considered various programs throughout the city. “P.S. 75 was in our zone and we looked at other schools, but we really felt this was the best school,” she said. Among her reasons for choosing P.S. 75, Friedman lists the dedication of the teachers, the principal’s strong leadership and the level of diversity.

Teacher Mayra Fernandez says that in dual language classrooms, not only is there ethnic diversity, but socio-economic diversity as well. “Many of our kids come from poor homes,” she says. “It’s nice that there’s a mix because they learn from each other.”

Fernandez, a teacher in the dual language program since 1991, has a class that also includes some students with learning impairments. She works with a co-teacher to help each student achieve his or her individual best. “In a general education class, you’re going to have diversity in terms of ability anyway,” she said. “In this kind of a classroom it’s just a bigger range.”

All teachers in dual language classrooms are bilingual and have dual language certification. They are committed to maintaining the balance between the languages. “If you are learning to add decimals in Spanish one day, the next day you’re learning to subtract decimals in English,” said Hunt. “We’re really deliberate—dividing the language that way, you’re not repeating what you did the day before but you’re extending it.”

Another deliberate move by the school is encouraging parent participation. Events are conducted in Spanish and English. The parent coordinator is also bilingual. “Sometimes we have workshops that focus on Spanish-speaking families,” Hunt said. “We focus on how important it is to maintain Spanish in the household, since the kids can practice English in other places.”

According to Fernandez, the school has also held Spanish classes for parents in past years. “A lot of the parents who take that class are parents of dual language kids,” she said.

The administrators at P.S. 75 have worked hard to make sure the dual language program benefits both English- and Spanish-speaking students. “You’re giving them two languages and opening up many doors in multiple ways—overall academics, a better understanding of multiculturalism,” said Hunt. “There’s research to show it helps kids to perform better academically overall, just like if you learn to play a musical instrument. It’s a wonderful opportunity for the kids.”

Few elementary school students read books in both Spanish and English, rehearse with a young people’s chorus and take yoga classes during a school day. But at P.S. 75, all 800 students take advantage of those opportunities daily, thanks to the dedicated leadership of Principal Bob O’Brien.
“He is a great leader,” said Eleanor Krieger, mother of a 1st grader at P.S. 75. “He’s the kind of leader that brings out the best in the people around him. It’s a great community and he’s the person that’s steering the ship.”
For the past 12 years, O’Brien’s leadership has turned P.S. 75 into an unusual community of learners. Expanding the school’s dual language program from five classes to 12, O’Brien has ensured that students in the linguistic minority have the same opportunities as those in the majority.

“Spanish-dominant students who would ordinarily be served in a bilingual program that is just language-minority students are served in a context in which there are English-dominant students who want to learn Spanish,” O’Brien said.
All children leave the program bilingual and bi-literate.
“You can turn what might have been a challenge into a strength for the school and see everyone succeed,” O’Brien said.
To help special needs students, O’Brien has introduced collaborative team teaching into the school. Special needs students are integrated with general education students in 10 different classrooms, which are team-taught by a special education teacher and a general education teacher.
“The amazing thing about it is it’s often difficult for a visitor to pick out which are the students that have special needs, or to pick out which teacher is which,” O’Brien said. “We make sure that kids are reaching their fullest potential without segregating students in special needs classes or sending them to another school. They’re all our kids and they all stay in our school.”
O’Brien is as inclusive of the parents of P.S. 75 as he is of the students. He makes time to speak to parents on a daily basis and organizes informal principal-parent chats once each month.
“His dedication to parents and understanding the parents’ perspective is really unique,” said Jennifer Friedman, mother of a 2nd grader. “He doesn’t come to those meetings with an agenda; he comes and hears what the parents have to say. I’m an administrator of a preschool so I know different ways to respond to parents. He’s not a ‘yes’ man; he’ll explain why things are done the way they’re done. He’s very clear and honest, which gains him respect.”
Parents also respect O’Brien for his dedication to students after school hours; he expanded the after-school program to include music, pottery, theater and cooking classes, at a fraction of the cost of other neighborhood programs. His commitment to the arts ensures that every 5th grade student takes ballroom dance classes and invites students in grades 3, 4 and 5 to participate in a young people’s chorus that has performed at Carnegie Hall. Responding to a concern that students were not getting enough movement during the day, O’Brien moved computers into classrooms, turned the computer lab into a yoga room, and added yoga classes to the curriculum.
“There are lots of opportunities to experience learning outside of reading and math,” O’Brien said. “While those things are important, there are lots of other ways to know the world and experience learning. Those are the things that I am proudest of.”
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Bob O’Brien, Principal
P.S. 75, Emily Dickinson
735 West End Ave.
New York, N.Y. 10025
212-866-5400, www.ps75.org
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