Global is everywhere today. You can hardly turn on the TV or pick up a copy of the newspaper without hearing about how our world is growing more crowded and interconnected. Years ago, when we Conestoga students were mere elementary schoolers, we were first instructed in this art of global outreach. While this instruction manifested itself in numerous forms, one of its most crucial —and perhaps most memorable —came with the Foreign Language in Elementary School program.

Two weeks ago, T/E Superintendent Dan Waters announced that he was recommending the elimination of the FLES program from all district elementary schools, a change that, if approved by the full Board of School Directors, will be made effective next year. The district’s reasoning was simple and clear cut. First, since its implementation in 1998, FLES has not produced the results it originally set out to achieve. Second, in order to maintain fiscal prudence during a time when funds are harder and harder to come by, resources in “expendable” sectors of the curriculum must be reallocated to areas of greater concern.

The conclusion drawn from such rationale? Cut the FLES program.

In this particular instance, we at The Spoke strongly disagree with the school district’s decision. Today, studies show that language learning comes more easily to those whose brains are still in the developmental phase —up until roughly 12 or 13 years old. When we cut language programs from elementary schools, we are inhibiting cultural awareness in future adults. We comfort ourselves with the unrealistic expectation that students will learn in middle school, in high school or in college. But the older we get, the less likely that becomes. Arguably, bold and innovative new methods of teaching foreign languages are needed now more than ever. If anything, the district should not be running away from its its problem; it should  tackling it head on, looking for solutions that will bring T/E students up to sufficient standards.

While a major concern in itself, the elimination of FLES from  the  curriculum is just one stop on a long road of educational malpractice that has, of late, come to be the norm throughout the district. When a program like FLES is cut, you are not simply doing away with early language instruction—you are doing away with the multitude of resources that accompany it.

Paramount on this list of resources is one thing: teachers. In a recent interview with The Spoke, Superintendent Waters admitted that with the current climate in the school district comes a need for reductions in teacher positions across all departments. In any school district— especially one that has amassed $8 million in shortfalls — there is bound to be some fat that can be trimmed from the budget, some resources that serve no real purpose and can thus be eliminated. Let us be abundantly clear with this next statement: A teacher falls into none of these categories. Contrary to what some might think, a teacher is one of the main pillars of a sound and progressive society. A teacher bears the prodigious weight and responsibility of educating future leaders and, apart from parents, serves as the main source of knowledge and values for students. A teacher is the compass that provides direction, the bridge to a bright future.

If the school district truly believes in the value and importance of its current educational program, then it must work to convince our community of that same sentiment. Our higher ups have an inherent duty to ensure the highest education possible for we, the students. They have that ability. We have that ability.

Printed originally on p. 7 of the Nov. 24, 2009 issue of The Spoke.

Unsigned editorials represent the views of The Spoke editorial board, and not necessarily those of the administration, student body, community or advertisers.

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