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The English textbooks, which the ministry had handpicked and shipped to every school, were intended for American children learning to read in English, not for foreign children learning English itself. “Splish splash,” a story might declare on one page. “Jane got soaked by the hose.” In one sentence the book had managed to combine a pseudo-word (“splish”), an irregular past tense (“got”), a passive construction (“got soaked by”) for speakers of a language in which there was no such thing, and three words that should not be at the top of a basic vocabulary list (“splash,” “soaked,” and “hose”), one of which (“hose”) referred to an object that didn’t exist in this world. This was supposed to be appropriate reading for second graders, merely because the words were easy to sound out—and this at a school where, on a very good day, my second graders were working on the grammatical complexities of the sentence “I walk.” I
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