Who Speaks Their Language - June/July 1994

Page 41

problem is so big that the few who come leave frustrated never to return," she says. The community can also contribute by pressuring publishers to publish Armenian-

English bilingual supplemental reading materials for Armenian students and parâ‚Źnts. Pemossian explains that textbook publishers who publish for Hispanics and Koreans have

been reluctant to do so for Armenians 'tecause wewon'tbuy." She's convincedthat putting pressure on such publishers with the argument that Armenian-English bilingual markets are available to them outside the United SAtes-in Canada and Australia and

on society, thatthere are many who actually return something to society. This confused somepeople." Karen Khanoyan, is a senior who came to the US ttuee yeas ago, after spending three yean in Swieerland, as arefugeefromhan. Hehas observed the social tensions in this, his

thirdcunryin l7 years.'Theoneswhohave becnherea long time, thosewho speakEnglistr havelessproblems. Theclashesareamongthe

new@men, whatevertheirbackground. The Armenians, too, who've been here a while

remain apart from the new ones. Those who've been here and those who have

just arrived even fight

among

themselves."

"The issues we are alking about arc past LEP, however. LEPprograms and students will fail if our society and our involvement does notchangg" warns Petnossian.

I

to some extent England, can bring change.

Urrl,nlTaToflrrUo*s he dominant perception that all LEP students don't do well is a defi nite misconception. In homes where parents support and follow thcchild'sprogress, students moveftromLEP status to fluent English proficiency very fast. Dr. Ornik Keshishian, formerly principal at two different Armenian high schools in SouthernCalifomia, iscurre.ntly acoordinator at Hollywood High School. L,ocated as it is dorvn the block from the famous Hollywood Bowlandacrossthesueetfromthecoffee shop

l:na

Turner was discovered, it may soemodd thatoverT0percentof this school's 2500surdents todayarebilingual. Overathird of those are Armenian-more than in all Armenian high schools combined. Whereas theremaybe'tftyo160among ourArmenian students who are repeat problems, there are an inordinate number of scholars and where

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leaders among them, and most ofthose came

to the school with a limited English background," notes Keshishian. "Fifteenof 23 gold, seal graduates this year are Armenian," continues Keshishian, referring to those with high academic scores. "Two out of three in our leadership class are

Armenian, all six life members of the California Scholarship Federation are Armenian. We sometimes forget about these success stories. Most are invisible."

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selected by his peenl to serve on Glendale's Board ofEducation. "Ineverthoughtlcouldlearnsomuch. It's

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adifficultposition to be in when you can see both sides of an issue. For example, there are variousperceptionsofimmigrantkids. People already seethemasbasicallyahindrarce. Kids talk about special English classes as if ttrat

American Sarings Banlq we beliwe that the best way

deprived them of funding for their own dvancedplaernentclasses, wittroutrealizing that these are different funding sources." Panossian served on the Board at a time when anti-Armenian sentiments werc freely expressed in the local Glendale press. "Being on the board, with a name thatends in ran, made it possible for people to see that all Armenians, or all immigrants are not a drain

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AIM, JUNE. JULY 1994


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