|NUMBER 281||THE NEWSPAPER OF EDUCATION RIGHTS||JUNE 2009|
|Hispanic Triumphalism and Globalism Are Found in Many Spanish Textbooks|
My experience living in Mexico was a real eye-opener for me personally. It had a profound influence on my thinking on the National Question — as I have recounted in my article, "The Education of a Gringo in Mexico."
And now that I've moved back to the U.S.A., to teach Spanish in the American public school system, my education is continuing. I've discovered some interesting details about Spanish-language textbooks. If your sons or daughters are studying Spanish in high school or junior high, I recommend you keep up with the curriculum.
Studying a foreign language is a valuable experience. It would be good if more Americans studied foreign languages. It's advantageous that some Americans study Spanish as a foreign language. That, however, is distinct from the idea being promoted in the U.S. nowadays — that learning Spanish is some sort of obligatory civic duty incumbent upon Americans living in their own land. Even in "Red State America," a region supposedly filled with nativist xenophobes, I constantly hear statements like "Nowadays it's necessary to learn Spanish."
What we're moving toward is Spanish becoming a de facto official language of the United States, eventually to achieve parity with and even superiority over English.
Impossible? Well, a few decades ago, who'd have predicted that both Democrats and Republicans would be having presidential debates in Spanish?
What are students studying when they learn Spanish? Certainly, they have to learn vocabulary and verb conjugations, and practice speaking and reading. You can find all this basic material in Spanish textbooks used in public schools. But what kinds of cultural/political agendas are also being promoted?
Foreign language textbooks contain dialogues featuring young people in foreign countries. Spanish-language textbooks traditionally have dialogues between kids in Spain, Mexico or some other Spanish-speaking country. They still do. But now Spanish textbooks also include dialogues of young people speaking Spanish in Texas, Florida and California.
Since there are so many countries in which Spanish is spoken, there are lists of Spanish-speaking countries. They now regularly include the U.S. as another Spanish-speaking country. Sometimes the U.S. Southwest is colored differently than the rest of the United States on maps, indicating it is a Spanish-speaking region.
Another feature found in Spanish textbooks is the obligatory article at the beginning, explaining to students why they should study Spanish. In ¡Ven Conmigo! Level 1 (Holt, Rinehart and Winston, 2003), on page 2, one of the reasons listed is: "For Career Opportunities": "Bilingual employees are always in demand in business, social work, health care, education, journalism, and many other fields. Learning Spanish will help you find a more interesting, better-paying job."
In the section entitled "To Expand Your Horizons," ¡Ven Conmigo! says that "Spanish-language movies, books, videos, magazines, TV shows, and music are all around you."
¡Avancemos! Dos, a textbook from a rival company (McDougal Littell, 2007), has a section on page xxx entitled "Why Study Spanish?" explaining: "Inside the United States, Spanish is by far the most widely spoken language after English. There are currently about 30 million Spanish-speakers in the U.S. When you start to look and listen for it, you will quickly realize that Spanish is all around you — on the television, on the radio, and in magazines and newspapers."
This text also touts career opportunities: "If you speak Spanish fluently, you can work for international and multinational companies anywhere in the Spanish-speaking world. You can create a career working as a translator, an interpreter, or a teacher of Spanish. And because the number of Spanish-speakers in the U.S. is growing so rapidly, being able to communicate in Spanish is becoming important in almost every career."
Spanish textbooks also play up the Spanish colonial territory that later came to be part of the United States. ¡Ven Conmigo! Level One declares on page 3 that "Spanish language and culture are important parts of our national history. As you begin your study of Spanish, you should be aware that . . .
On page 53 of ¡Aventura! 2 (James F. Funston and Alejandro Vargas Bonilla, EMC Publishing, 2009), the impressionable student reads, "Look at a map and see the lakes, rivers, cities, mountains and other geographic features with names in Spanish. For example, the states of Arizona, Colorado, Florida, Montana, Nevada and New Mexico have names of Spanish origin. Can you see this influence in your community or in your state?"
There is nothing wrong with students learning that certain geographical features have Spanish etymologies. But it's not just the etymology; it's the context in which it's presented. American students ought to understand the historical context of how the U.S. acquired the Southwest, so as not to fall prey to reconquista propaganda.
For example, Page 68 of ¡Aventura! 2 contains a Lectura Cultural ("Cultural Reading") entitled "Estados Unidos: Un País Latino" ("The United States: A Latino Country"). This informs students that "Spanish was the first European language spoken in the territory which is now the United States. That's why we have cities with names like Los Angeles and Las Cruces (and not The Angels or The Crosses). Today, the Latino community, with a population of more than 40 million, is the largest ethnic group in the United States."
Did you catch that last part? Latinos constitute "the largest ethnic group in the United States"! So the white English-speaking majority, which founded this country and still constitutes the majority, is not an ethnic group? Well, not according to this textbook.
But there's more:
"Every day, the United States becomes more Latino." Sounds a lot like Jorge Ramos-type triumphalism, does it not?
What's more, the ¡Aventura! 2 chapter is followed by questions including the following:
(How about volunteering to help the Border Patrol? Probably not what they had in mind!)
On page 81, the textbook contains a little selection entitled "Minoría Mayoritaria":
An historic date for the Hispanics of the United States was the year 2003. In that year the results of the last census made it official that the Latinos of the United States had become the majority minority, passing the Afro-Americans for the first time in the history of the country. How do you imagine this significant growth of the population will affect the future of the Hispanics?
Not only is the Hispanicization of the United States pushed relentlessly, but so is globalism as well. Thus ¡Ven Conmigo! Level 1 has a cultural note on page 280 about national currencies. Harmless information, right? Just telling the kids what the currencies of various Spanish-speaking countries are?
Yes, until it gets to Spain, where the text celebrates the replacement of the peseta with the euro:
During the 1980s, the countries of the European Union, including Spain, [but not including the U.K., which apparently doesn't matter] made a commitment to use a single currency: the euro. . . . The euro is intended to strengthen Europe economically. It also makes it easier for countries around the world to do business with the European Union. Can you think of some ways it might affect travel, tourism, and banking if several countries in the Western Hemisphere decided to use a common currency? What might such a currency be called?
In that textbook's sequel, ¡Ven Conmigo! 2 (copyright 2003) there is an "Encuentro Cultural" on page 13 entitled "¨Qué es el Euro?" (What is the Euro?). Discussion questions include: "What are some of the advantages of many countries using the same currency? Are there some disadvantages as well? How are United States businesses affected by the euro?"
This at least mentions disadvantages as a possibility, though the text doesn't present any. And then it asks: "Would it be a good idea for the United States to share a common currency with Canada and Mexico? Why or why not?" The additional information for teachers in the annotated teachers' edition doesn't present anything negative about the European Union or a North American common currency.
Individual teachers may or may not teach or emphasize these textbook celebrations of Hispanic cultural conquest and globalism. But that is what is in the textbooks — courtesy of the American taxpayer.
As parents of public school students, we have to be on our guard - constantly. We have to evaluate what our kids are being taught, what their textbooks say, and what agendas their teachers are promoting. That applies to academics, politics, moral issues, and the National Question. As parents, we can't take anything for granted when it comes to the education of our children.
And if your kids are taking Spanish, encourage them to do their best — but check out their textbooks as well!
American citizen Allan Wall recently moved back to the U.S.A. after many years residing in Mexico. In 2005, he served a tour of duty in Iraq with the Texas Army National Guard. This article first appeared at www.VDARE.com.