{"id":208,"date":"2023-03-14T03:51:00","date_gmt":"2023-03-14T03:51:00","guid":{"rendered":"https:\/\/maginecreativeservices.com\/shadesmagazine2023\/?p=208"},"modified":"2023-06-28T12:54:32","modified_gmt":"2023-06-28T19:54:32","slug":"language-tech-barriers-affect-both-latino-students-families","status":"publish","type":"post","link":"https:\/\/maginecreativeservices.com\/shadesmagazine2023\/language-tech-barriers-affect-both-latino-students-families\/","title":{"rendered":"Latinx learning"},"content":{"rendered":"\n

Language, tech barriers affect both Latino students, families<\/h2>\n\n\n\n

Written and translated by Royvi Hernandez\u00a0, shades Magazine<\/em><\/strong><\/p>\n\n\n\n

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\u2019s schools. <\/p>\n\n\n\n

One month later \u2013 like other schools across the region and country \u2013 Anello issued a notice<\/a> 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.<\/p>\n\n\n\n

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 \u2026 especially for the Latino families the district serves who learned the importance of appreciating education and \u201cla familia\u201d <\/em>during the crucial, first two years of the coronavirus pandemic.<\/p>\n\n\n\n

Melany Ponce, an eighth grader at Park Middle School, said experiencing school online was \u201cexciting\u201d at the beginning. But as time passed, it became more difficult. <\/p>\n\n\n

\n
\"\"
Melany Ponce<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n

\u201cI didn\u2019t have to wake up early and I didn\u2019t 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,\u201d the 13 year old said. \u201cNow I can say I didn\u2019t learn anything in the sixth grade and I couldn\u2019t concentrate.\u201d<\/p>\n\n\n\n

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. <\/p>\n\n\n\n

\u201cI don\u2019t think I would want to do [online school] again,\u201d Melany said. \u201cIf I\u2019m going to do something, I need a teacher to show me every single step of the way in-person; otherwise, I\u2019m not going to understand it.\u201d<\/p>\n\n\n\n

Melany speaks and understands English, however, for many local students, English is not their first language.<\/p>\n\n\n\n

Native Guatemalan Emily Veliz, who also attends Park Middle School, arrived in the U.S. in 2019.<\/p>\n\n\n\n

\u201cBefore the pandemic, I didn\u2019t know any English and during the pandemic, I struggled to understand the translator that was given [by] the school using Microsoft Teams,\u201d said Emily, 13. She said learning the language is easier by interacting with the people and \u201clooking them in the eyes and listening to them better.\u201d<\/p>\n\n\n\n

The high school years<\/strong><\/p>\n\n\n\n

Latino youth attending AUSD high schools say they experienced similar challenges.  <\/p>\n\n\n\n

Ashley Ponce, Antioch High School Senior and Melany\u2019s cousin, said she also struggled learning English during the pandemic. She said most of her high school experience was \u201ctaken away\u201d from her when the pandemic started during her Freshman year. <\/p>\n\n\n\n

\u201cFor me [online school] was harder because my teachers almost didn\u2019t teach,\u201d said 17-year-old Ashley. \u201cThe teachers just gave the homework without explaining it the way they do in-person.<\/p>\n\n\n\n

\u201cSometimes I couldn\u2019t get in my classes and at times I couldn\u2019t do my homework and that was a problem,\u201d Ashley added. <\/p>\n\n\n\n

The user experience<\/strong><\/p>\n\n\n\n

For all three girls, technology was accessible and given to them, however, they admit it wasn\u2019t 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. <\/p>\n\n\n

\n
\"\"<\/a><\/figure>\n<\/div>\n\n\n

AUSD announced in Fall 2002 a program to help students \u2013 and families \u2013 succeed during the pandemic. \u201cThe 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,\u201d the district wrote in the 2020-21 Learning Continuity and Attendance Plan<\/a>. Additionally, through private donations, there were 850 wireless hotspot devices available for checkout for families without internet during Fall 2020.<\/p>\n\n\n\n

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. <\/p>\n\n\n\n

Emily\u2019s mother said although her family had Wi-Fi in their home, she couldn\u2019t help their children because they didn\u2019t know how to use certain technology. <\/p>\n\n\n\n

\u201cMe \u2013 and I know many other parents \u2013 waited for the school to give us a great quality computer for our children to use, but at the same time many parents don\u2019t know how to use a computer and sometimes our kids say, \u2018how do I get inside or use that program?\u2019 Josefina Veliz said. \u201cBut if we don\u2019t know either, we can\u2019t help.\u201d<\/p>\n\n\n\n

She said at the moment, due to COVID-19 and social distancing, asking a neighbor wouldn\u2019t solve the problem and calling for help would take time. <\/p>\n\n\n\n

\u201cAs a parent, you trust your child is attending class through the computer, but no one can really confirm that,\u201d Veliz added. \u201cAnd on the days I had to go to work, I wasn\u2019t there to check.\u201d 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.<\/p>\n\n\n\n

\u201cDuring 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,\u201d Veliz said. <\/p>\n\n\n\n

In the Ponce household, Melany\u2019s 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\u2019t work in rainy weather and during the pandemic money was more critical. <\/p>\n\n\n\n

\u201cIf there is not enough money, you become worried about how to feed your family; and with a toddler, that\u2019s more stressful,\u201d Ponce explained. \u201cOn top of that, you are stressed that your kids don\u2019t get sick from coronavirus.\u201d<\/p>\n\n\n\n

\u201cI didn\u2019t want to send her (back to school and be exposed),\u201d Ponce said. \u201cI thought maybe she should stay a couple more days and continue doing school at home or wait longer.\u201d<\/p>\n\n\n\n

\u201cFor me I had mixed feelings,\u201d Veliz said. \u201cOn one hand I was glad because that way [Emily] can learn better. But on the other hand, you\u2019re worried that the other kids may have coronavirus and may not show symptoms. So you ask yourself, \u2018What do I do?\u2019 because you\u2019re alarmed either way because you can\u2019t help them at home [either].\u201d<\/p>\n\n\n\n

\"\"<\/a>
The transition to distance learning and learning loss has impacted all students. But, the experience of Black and Latino students has been dramatically different and in many cases, much worse. Here, discover the critical barriers that have led to Black and Latino students falling further behind than their peers during the pandemic.<\/em>
Graphics Credit:\u00a0Innovative Public Schools<\/em><\/figcaption><\/figure>\n\n\n\n

Worth the wait<\/strong><\/p>\n\n\n\n

All three students returned to campus during the Fall of 2021 and had better grades than when they were online. <\/p>\n\n\n\n

\u201cIt\u2019s not depressing anymore,\u201d Emily said. \u201cI 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.<\/p>\n\n\n\n

\u201cAs a high school senior now, I advise future students to pay attention in their classes and to really embrace high school because I didn\u2019t get the chance to experience it all,\u201d Ashley said. <\/p>\n\n\n\n

Melany\u2019s 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. <\/p>\n\n\n\n

\u201cWe 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,\u201d De Ponce said. \u201cIn a moment, anything can happen.\u201d<\/p>\n\n\n\n

\n\n\n\n

Royvi Hernandez<\/strong> 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. <\/em><\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Language, tech barriers affect both Latino students, families Written and translated by Royvi Hernandez\u00a0, 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\u2019s schools.  One month later \u2013 like 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