She is not a reporter. In fact, she did this to try to learn a bit more about the education system here and specifically what other expat parents did regarding their own children's schooling.
She has since shared her findings with us and I asked her if I could go ahead and post it for anyone out there who might be interested:
Expat Parents, Bilingual Kids and Argentine Schools
Expats face an array of daily challenges ranging from societal values to language, food and eating habits, gender dynamics, bureaucracy, driving, shopping, etc. And for those of us who are parents, raising and educating our kids would likely top this list as the biggest challenges of all, because they touch the core of what makes us who we are: Like it or not, we raise our children in terms of our own childhood experiences, which ultimately laid the groundwork for the people we are as adults. Whether to undo, improve on or maintain the lessons learned while growing up, how we approach bringing up our own kids is a reflection of that experience and therefore heavily loaded culturally and personally. Doing so in a foreign context is therefore fraught with difficulties, because the cultural parameters may be vastly different; and when it comes to school itself, everything from the supply list, to parent attitudes, to education policy in general can serve to complicate our decisions, baffle, frighten or, just maybe, if we’re lucky, free us from old, ingrained ideas and assumptions. After all, the fact that we are expats in the first place likely means that we are people who do not necessarily settle for the standard operating procedure in the places we came from. So what happens when we immerse ourselves in another, albeit foreign, version of “mainstream” when it comes to educating our children?
Having muddled through the Argentine system with my own kids over the past five years, I decided to do a survey of other foreign parents to gain some perspective on the experience. I chose to focus only on expats from English-speaking countries (the UK, US and Australia), given the significant role English plays in most school curricula here and the subsequent effect this has on kids for whom English is a first language. The questions parents answered covered topics related to the process of choosing a school; degree of satisfaction with that choice; school choice as a reflection of their own schooling; Argentine cultural values; and English classes, among others. Parents addressed several concerns about their children’s education, both universal and specific to Argentina. Their answers also reveal some surprising discoveries that may be useful to others facing the difficult task of finding a school for their children here.
The crisis in education is a phenomenon that knows no borders; however, what that crisis entails and the reasons associated with it from one country to the next are undeniably shaped by the history, society and education policies implemented in each place. In the case of Argentina in particular, the last dictatorship left an imprint on Argentine society that plays out in myriad ways, just one of which is the effect on education – both public and private – and the attitudes and expectations of modern Argentine parents, many of whom were students during the repressive dictatorship of the 1970s. This is no small matter when it comes to understanding schools in Argentina. The dictatorship that came to power in Argentina in 1976 considered schools to be fertile ground for subversion, and therefore in need of a return to traditional values achievable only through order and repression. During that time, high school and university students were blacklisted and reported by teachers to military authorities, detained and often never seen again. It is therefore not surprising that the generation of parents who grew up during those years of repression would expect the very ethos of school to be radically different for their children.
As a result, many schools here now fortunately take a very child-centered approach to learning, often highlighting group dynamics, democracy in the classroom and a sense of belonging. Particularly for parents of younger children, these features may be all the more appealing in the absence of other education jargon such as testing, standards, accountability, etc. However, the premium placed on learning through play and group projects may have parents wondering about things like academic excellence and individual achievement once their children are older; what seemed ideal in first grade often turns into noisy classrooms, general lack of discipline, no apparent study habits and disregard for authority in sixth. Could it be that what began in the 1980s as a genuine move in favor of kinder, more democratic schools with a critical eye toward authoritarianism may have swung too far in the direction of ‘no room for order at all’ in many Argentine classrooms?
Private, non-religious bilingual schools were the target of parents’ most critical views. Schools like Arco Iris, Jacarandá, N.E.A., Escuela del Árbol, Aletheia, Mundo Nuevo, Amapola – to mention a few – have a broad appeal among professional, middle-class, well-educated and often progressive-minded Argentines. And since many expats living here fit this same description, many of them also initially find these schools appealing. They are more affordable as far as private schools go, tend to have constructivist-based curricula, focus on creativity, foster a sense of community and learning through experience. Despite the draw of such features, however, the educational experience often turns sour for many parents once their children are enrolled. The disparity between the ever-rising cost of these schools (tuitions have roughly tripled over the past 4 years) and the overall quality of education that they provide is no doubt a factor in parent dissatisfaction. Everything from noisy, chaotic classrooms to overt Argentine nationalism (lots of flag-waving and exaggerated reverence for Argentine heroes, yet scarce attention to the rest of the world) and xenophobia are mentioned in association with these schools. Several parents also pointed to the prioritization of group interests over individual achievement. This is a particularly touchy issue in that it gives pause for reflection on the standard allegation by many Argentines that Anglo culture (particularly the US variety) is so individualistic. It highlights the different spin on the term as often used here (i.e., egocentric, single-minded) compared to its true meaning (one that asserts individuality through independence of thought and action). This factor is also echoed in children’s report cards, which parents say do not convey any individual feedback for the most part, focusing mainly on the child’s role in group work. Another overriding concern for many parents from English-speaking countries with a common tradition of reading and love of books is the apparent absence of any similar sentiment in many schools here.
Wasted time in English classes that cannot address the needs of native English-speakers is also a major issue for parents with children in these Spanish/English bilingual schools. Initially welcomed as assets to the class, parents claim there is no follow-up effort made to find suitable materials, books, or give these kids any type of role in English class that would make for meaningful learning for both them and their classmates; again, they are expected to “go along” with the group. This is an aspect of schooling that foreign parents from English-speaking countries should be particularly aware of, and deserves special mention here.
Argentine parents want their children to be proficient in English in order to be globally competitive in the future; and schools likewise take the importance of English seriously. This has resulted in a plethora of private bilingual schools here that cater to local parent demands for more English. What is interesting to note is the number of hours devoted to English in comparison to other subjects in these schools. As pointed out, Argentine society understandably gives high priority to English, but is it more important than Spanish, math or science? According to the number of class hours, yes it is. Bilingual schools in Buenos Aires (both primary and secondary) devote an average of 6 class hours (horas cátedras) per week to English – some considerably more – in comparison to Spanish, math, science or social studies, which often get only 3 or 4 hours of class time per week. Curiously, this has as much to do with the traditional Argentine school day, which the Ministry of Education sets at 4 hours minimum, as it does with the high premium placed on English. So in the case of most schools that now offer doble turno, all those extra hours are being poured into English instead of an increase in core academics. Not to diminish the importance of English in the world today, but it is perplexing, even if one could make an argument for this many hours per day devoted to a foreign language, why some of those hours couldn’t be used to teach other subjects (science, history, creative writing) in English (or Spanish, for that matter)? Only a very few of the higher-priced private schools take this approach. Perhaps the better question to ask would be: Why are the core subjects of math, language/literature, social studies and science kept at so few hours? As expats who come from countries with 6, 7 or 8-hour school days, it is difficult not to wonder.
Given the value placed on English, there is then a certain irony in the fact that children who are already bilingual are actually at a disadvantage when it comes to Argentine bilingual schools. The reality is that all those English hours in the dozens of “bilingual” schools have very little to offer a child whose first language is English; they are about intensive English-learning for Spanish-speakers, and are not designed to address the needs of English natives. It would stand to reason then, as a parent of a bilingual child, to choose a monolingual school and not waste hours on English for learners; however, as already mentioned, the standard academic day is only 4 hours long here. Therefore, if you want your child to have a full day of school in Buenos Aires, you must either pay a very high price or resign yourself to the fact that roughly half of their day will be wasted hours in English class in most cases. Other than the array of mid-priced private bilingual schools, one is left with basically three alternatives: half-day public school; the very expensive American or British schools (price-prohibitive for many); or bypassing English altogether at the German, Italian or French schools. It is this last option that generated some of the broadest support from parents. This is what one US parent had to say about the Lycée Jean Mermoz:
“There were two factors that led us to discard the English/Spanish bilingual option. One is that we did not think that many of them are as good overall academically as the French school and even their English programs are not great; non-native English teachers, for example. So we thought it would be easier to supplement English language skills at home than to have to compensate for a lower quality overall education. And in terms of the very good English/Spanish schools (San Andres, Northlands, etc.), they have a socio-economic profile that seemed elitist for our taste. The French school has a more heterogeneous public, which we love, and the idea of having a bilingual/bicultural family exists there. They have excellent academics and also incorporate a great deal of culture, art and literature into the general education. It is an institution where the cultural values of France, such as equality, respect for rules and authority, are very much present. This is extremely important for me as they are values that I feel are part of my culture as a US citizen, but that are not valued in Argentine culture.”
The diversity mentioned with regard to the French school is also highlighted by parents of kids who attend Lincoln, the American school. As part of an international system that offers consistency as well as a diverse student population, it is an appealing option for diplomatic families and those who work for large corporations and move often; its price-tag, however, offsets these advantages for many families.
As regards the overall state of public education in Argentina, the lack of available resources and teacher strikes are a big deterrent for a majority of parents in the case of public schools. Even if one comes from a public school background with committed ideals to public education, it is difficult to stick to one’s convictions in the face of public school reality in Argentina. Fewer resources means kids are exposed to fewer valuable experiences, such as gaining computer skills, access to quality art and music classes or a proper school library, not to mention the limited class hours. And the likelihood that your child may be deprived of many days of school due to teacher strikes makes this a tough choice indeed. Nevertheless, some of the most satisfied parents interviewed were those whose children attend public primary school No. 13 in the Colegiales neighborhood. They pointed to the integrity of the school climate forged by its long-time director, and the importance of the school’s cooperadora in pushing new initiatives. Good teachers who know their students well on an individual basis, a strong emphasis on reading, the director’s open-door policy and responsiveness to parent requests, and the enthusiasm for learning observed by parents of expat kids in this school make it stand out not only among public schools, but among all primary schools included in the survey. Unfortunately, this was the only public school mentioned by parents in the survey; as a general rule, foreign parents do not often choose public school for the same reasons many Argentines do not.
As a parent of 8-yr-old twins when I came here, I was quite happy to forgo such things as regular standardized testing, heavy loads of homework and long school hours common in the US, in favor of an Argentine version that seemed kinder and more respectful of childhood. Later in elementary school, however, that conviction began to wane in the face of concern for academics and readiness for serious study. To my surprise, however, on the verge of entering high school, my kids have stepped up to the proverbial plate and proven that, even though they may not have been academically challenged in elementary school, they are nevertheless more capable of putting in long study hours and doing well on difficult high school entrance exams than I probably was at their age. I cannot help but wonder if this is not the result of an academic maturity that was allowed to take its due course, along with the advantages of growing up “between” places, which by default makes changing gears easier for them. And one more surprise that I discovered as a result of the “disadvantage” of already being bilingual in school: Using that to our kids’ advantage by taking them out of English altogether at school and hiring a native tutor to use those hours wisely and keep them reading, writing and covering other subjects in English has put them ahead of grade level.
