El Salvador/U.S. Curriculum Translation

*Should have had consistent schooling with minimal gaps in education

**Assuming English is at a Novice Mid to Novice High Level

El Salvador Education System

School Year: February to November | Compulsory Education: 1st-9th | Graduation: 1st – 12th

El Salvador/U.S. Grading Scale

El Salvador Transition Supports

El Salvador Education (DRC) Practice:
Many children and adolescents living in El Salvador face enormous vulnerabilities associated with high rates of crime and gang violence, including poor- quality education, exclusion from secondary education, early pregnancy, and limited employment opportunities. School desertion rates are very high and are impacted by insecurity. Only about 66 percent of youth attend early secondary school (7th-9th grades), and only half of these go on to complete high school. There are more than 300,000 youth aged 15 to 24 who neither study nor work. El Salvador has one of the highest homicide rates in the world for youth under the age of 19 (Marks 2020e).

U.S. Educator Implications:
Educators should recognize that students who come from El Salvador may have higher exposure to violence; therefore, they may need supplemental emotional supports and considerations. Collaborating with the school counselor would be an effective start to determining the level of support needed. Additionally, attaining an accurate educational history will be essential to determine appropriate placement in academic interventions.

Strategies for Transition

• Get to know your students by building positive relationships.
• Provide multicultural education where texts, values, beliefs, and perspectives represent people from different cultural backgrounds.
• Allow a reasonable amount of transition time.
• El Salvadoran families prioritize privacy, especially as it pertains to issues that may arise at school. Although they may not directly show shame or embarrassment, this type of negative experience may impact their willingness to work with school personnel later.
• Salvadorans may use simplified responses such as “yes” or “no.” In order to encourage families and students to speak, prompt their responses by utilizing-open questioning techniques. These techniques will aid the student in giving more details. Checking for understanding and clarity may be helpful. Find creative ways to have the parent articulate a basic understanding of what was discussed. This will reduce confusion or miscommunication later.
• El Salvadorans come from a polychronic culture where there is a very different view regarding time. Individuals from this culture believe that time is flexible; therefore, tardiness may be an issue as the student acclimates into a monochronic culture like the U.S. Frequent reminders and discussions regarding the importance of punctuality should be addressed often in a respectful and solution-focused manner.
• Child rearing is considered a woman’s task; therefore, men may be reluctant to attend parent-teacher meetings or help with homework.
• Educators may want to explain American school standards of dress and appearance to incoming students to facilitate their transition.
• Because school attendance is so low, teachers should expect challenges with attention spans unfamiliarity with testing (Marks 2020e).