Myth 1: The parents should teach their children basic English before they enter the classroom. That is not the role of the schools.

Federal and state laws require the schools to teach English. It is an obligation based on law, equity, and self-preservation.

Myth 2: Some of them know neither English nor the first language.

All know a language; it may not be "educated" or "grammatically correct," but they control a language system.

Myth 3: Mixing two languages in conversation is a sign of language deficiency.

Mixing both languages in conversation is a sign of being bilingual. It is a sign of proficiency in both languages.

Myth 4: Hispanic limited English proficient children speakin a type of Spanish that is not really true Spanish.

All languages change slightly according to the region of origin and social class of the speakers.

Myth 5: Limited English proficient children lack cultural knowledge.

NO...they may not have yet learned the culture of this country, but they have a culture of their country of origin.

Myth 6: Many limited English proficient children do not want to be part of this country.

There may be some who do not, but the majority do want to learn English, receive and education, apply for higher paying jobs, and fully participate in the life of this country.

Myth 7: Limited proficient children have difficulty learning.

Some do, but so do many other children who speak English. The general principles of learning apply to all children: All children can learn when lessons are presented in a way they can comprehend and all children learn best when challenged by high standards.

Myth 8: The only way one learns English is by not using the first language.

No...the opposite is true. The development of the native language supports the acquisition of English.