Language, tech barriers affect both Latino students, families
Written and translated by Royvi Hernandez , shades Magazine
In late February 2020, the Antioch (California) Unified School District superintendent Stephanie Anello notified families that there was no evidence that COVID-19 had infected anyone in Contra Costa County or any of the district’s schools.
One month later – like other schools across the region and country – Anello issued a notice that schools would be closed until May 1. It was more than a year after that before all campuses in the Northeast San Francisco Bay Area school district were to fully open again.
No one could have guessed the pandemic would continue for as long as it did and for students in Antioch, it became a challenging two years … especially for the Latino families the district serves who learned the importance of appreciating education and “la familia” during the crucial, first two years of the coronavirus pandemic.
Melany Ponce, an eighth grader at Park Middle School, said experiencing school online was “exciting” at the beginning. But as time passed, it became more difficult.
“I didn’t have to wake up early and I didn’t have to do physical education at first. But as I found out we would stay longer online, I noticed that it was harder to focus because I was always on my phone,” the 13 year old said. “Now I can say I didn’t learn anything in the sixth grade and I couldn’t concentrate.”
She said unlike being on school grounds, there is more opportunity for distractions at home and without pressure from school authority, there is room for more procrastination.
“I don’t think I would want to do [online school] again,” Melany said. “If I’m going to do something, I need a teacher to show me every single step of the way in-person; otherwise, I’m not going to understand it.”
Melany speaks and understands English, however, for many local students, English is not their first language.
Native Guatemalan Emily Veliz, who also attends Park Middle School, arrived in the U.S. in 2019.
“Before the pandemic, I didn’t know any English and during the pandemic, I struggled to understand the translator that was given [by] the school using Microsoft Teams,” said Emily, 13. She said learning the language is easier by interacting with the people and “looking them in the eyes and listening to them better.”
The high school years
Latino youth attending AUSD high schools say they experienced similar challenges.
Ashley Ponce, Antioch High School Senior and Melany’s cousin, said she also struggled learning English during the pandemic. She said most of her high school experience was “taken away” from her when the pandemic started during her Freshman year.
“For me [online school] was harder because my teachers almost didn’t teach,” said 17-year-old Ashley. “The teachers just gave the homework without explaining it the way they do in-person.
“Sometimes I couldn’t get in my classes and at times I couldn’t do my homework and that was a problem,” Ashley added.
The user experience
For all three girls, technology was accessible and given to them, however, they admit it wasn’t always easy to use or understand. Melany said that although she had Wi-Fi at home, it was still a struggle to learn to use Teams and other aspects of technology.
AUSD announced in Fall 2002 a program to help students – and families – succeed during the pandemic. “The laptop distribution this past spring was a strong indicator of the need for district laptops in the homes, which was followed up by surveys to families regarding device and internet access,” the district wrote in the 2020-21 Learning Continuity and Attendance Plan. Additionally, through private donations, there were 850 wireless hotspot devices available for checkout for families without internet during Fall 2020.
Parents of all three students said they were grateful for the school giving accessibility to computers and everything needed for their children to do their schoolwork.
Emily’s mother said although her family had Wi-Fi in their home, she couldn’t help their children because they didn’t know how to use certain technology.
“Me – and I know many other parents – waited for the school to give us a great quality computer for our children to use, but at the same time many parents don’t know how to use a computer and sometimes our kids say, ‘how do I get inside or use that program?’ Josefina Veliz said. “But if we don’t know either, we can’t help.”
She said at the moment, due to COVID-19 and social distancing, asking a neighbor wouldn’t solve the problem and calling for help would take time.
“As a parent, you trust your child is attending class through the computer, but no one can really confirm that,” Veliz added. “And on the days I had to go to work, I wasn’t there to check.” She was blessed with a job to support her family, but said she wanted to be there to support her children more; and at the same time, she was stressed of the possibility of losing her job.
“During the pandemic, thank God I never lacked work, but toward the last couple months they would cut hours or we would have full workdays and the next day, no work at all,” Veliz said.
In the Ponce household, Melany’s father, Gerber Ponce also was worried about losing his job or not being able to sustain his family. Due to his seasonal job, there are days when he doesn’t work in rainy weather and during the pandemic money was more critical.
“If there is not enough money, you become worried about how to feed your family; and with a toddler, that’s more stressful,” Ponce explained. “On top of that, you are stressed that your kids don’t get sick from coronavirus.”
“I didn’t want to send her (back to school and be exposed),” Ponce said. “I thought maybe she should stay a couple more days and continue doing school at home or wait longer.”
“For me I had mixed feelings,” Veliz said. “On one hand I was glad because that way [Emily] can learn better. But on the other hand, you’re worried that the other kids may have coronavirus and may not show symptoms. So you ask yourself, ‘What do I do?’ because you’re alarmed either way because you can’t help them at home [either].”
Graphics Credit: Innovative Public Schools
Worth the wait
All three students returned to campus during the Fall of 2021 and had better grades than when they were online.
“It’s not depressing anymore,” Emily said. “I can see my friends and people in general. I learn better and I can express myself more and understand people, especially as my English has improved.
“As a high school senior now, I advise future students to pay attention in their classes and to really embrace high school because I didn’t get the chance to experience it all,” Ashley said.
Melany’s mother, Karla Castro De Ponce, said the coronavirus pandemic was unexpected and as a parent, she is always worried for the future as viruses are always around.
“We all have experience now from what we lived during the pandemic, and if something like this were to occur again, who knows if we would be prepared,” De Ponce said. “In a moment, anything can happen.”
Royvi Hernandez is a San Francisco Bay Area journalist who is currently writing for El Tecolote and Mahalaya in San Francisco. A recent graduate of San Jose State University, she is an applicant for the University of California, Berkeley, Graduate School of Journalism. Hernandez loves visual storytelling and making YouTube videos for fun. She enjoys the outdoors and often can be found at the beach or in the mountains hiking.