America’s educational system is home to an increasing number of English language learners. Some research indicates that by the year 2030, over 40% of elementary and secondary students served by schools in the United States will come from homes where a language other than English is spoken (Thomas & Collier, 2001). In an effort to accommodate these students, the United States has adopted policies at both the federal and state levels. Generally, the direction taken to meet the needs of English language learners has depended on the climate of the nation. During times of peace and prosperity, policies reflect the nation’s tolerance of other languages and cultures. However, during times of war or conflict, policies have reflected intolerance or fear of anything deemed “un-American.”
World War I brought with it anti-German sentiment and, with it, an end to any instruction of or in other languages in the U.S. The 1923 case of Meyer versus Nebraska reflected this anti-German view of the world held by many in the United States and proved to be a definite set-back for bilingual education. Under a 1919 Nebraska law, no subjects were to be taught in any language other than English. Furthermore, students were forbidden from learning a foreign language until after the 8th grade (Kermit, 2005). Fear fueled the fire of foreigners, and, during a frightening time of war, America clung to the notion that all its citizens should speak only one language, English.
The Civil Rights era fostered a rejuvenation of the movement toward bilingual education. Amid with the desire of the nation to eliminate discrimination, the Bilingual Education Act of 1968 came into being. Certainly this act was at least in part the result of a growing num...
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...after all. Political winds will change, but the need for bettering those relying on America’s schools for an education should take priority over such changes.
References
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Kermit, L. H. "Meyer v. Nebraska." The Oxford Companion to the Supreme Court of the United States. 2005. Retrieved October 17, 2010 from Encyclopedia.com: http://www.encyclopedia.com/doc/1O184-MeyervNebraska.html
Thomas, W.P., & Collier, V. (1997). School effectiveness for language minority students. Washington, D.C.: National Center for Bilingual Education.
Meyer v. State of Nebraska. 262 U.S. 390, 399, 43 Sct. 625, 626, 67 L.Ed. 1042. (1923)
In Hunger of Memory, Richard Rodriguez situates his individual experiences with education in such a way as to expose what he sees as the fallacious logic behind bilingual education and affirmative action. He uses arguments to propagate the systematic problems with such programs. His autobiography explains in great detail the entangling problems all American children face by instituting bilingual programs and affirmative action endorsements.
The technique relies on a holistic approach that adopts instructions that allow students to actively participate in the learning process. This is easier for children that feel that the society appreciates their diversity through bilingualism and biliteracy. The society and parents need to encourage children to take up bilingual classes because they offer a lot of benefit to the society through favoring critical thinking, rationality, and sensitivity to other cultures, empathy, and detached or balanced awareness. However, Sonia Nieto mirrors a society that is made to fake being American and become ashamed of their family. It helps appreciate that it is not by choice that anyone speaks any other language as the first language and that the society and community influence the language of choice. Therefore, bilingualism cannot be detached from any community that freely promotes and accommodate the language spoken by the other community. Children and community members learn each other’s language without disregarding each other favoring effective learning that influences bilingualism and biliteracy in the long
With the debate over bilingual education, Kenneth Jost covers some of the history in teaching in his article “Bilingual Education vs. English Immersion”. For over one hundred and fifty years, America either maintained segregated schools or immigrants learned by immersion into the English system. Even the “African slaves, with limited if any formal schooling, learned English through their work. . . .” (Jost 13). Just as the Chinese laborers learned English, so did the hundreds of thousands of immigrants from all over the world. When I was growing up, I can remember my grandmother telling stories of when she started school. Her father was from Norway and did not speak much, if any, English. In their home Norwegian was spoken. When the children went to school, they would learn English, and then came home and taught their parents. I can remember her telling how she would sneak her older brother’s or sister’s book written in Norwegian to help her study because her class was taught to use English only. Unless the community possessed a school in the immigrants’ native language, they learned Engl...
Due to the rise in immigration and the demographics of classrooms in America are changing. As a result, English Language Learners are becoming more common in schools. English Language Learners make up one of the largest demographics in the American Classroom (Flynn & Hill, 2005). These students have been observed to have a major achievement gap because many of these students are placed in mainstream classrooms with basic literacy skills. Many English Language Learners are born in the United States (Goldenberg, 2008). These students have only attended the school system in America. However, the achievement levels are nowhere near the level of their peers. According to Calderon, Slavin, and Sanchez (2011) “these students, who have been in U.S. schools since kindergarten, are still classified as limited English proficient when they reach middle or high school— suggesting strongly that preschool and elementary programs are not adequately addressing the needs of English learners.” The achievement gap between English Language Learners and native English speaking students is extremely high. English Language Learners tests scores are low. According to the 2007 National Assessment of Educational Progress, “fourth grade ELLs scored 36 points lower than their peers on the reading section of the test and 25 points below their peers in math. The results in eighth grade were worse with a difference of 42 points in reading and 37 points in math” (Goldenberg, 2008). The gap between ELLs and non-ELLs are three to eighteen points larger then students from low-income households.
In the essay “Bilingualism in America: English Should Be the Official Language” (1989) by Samuel Ichiye Hayakawa, he claims that if America wants to be a truly unified country, then there English needs to be set as the official language and wants every person including immigrants to speak it on a normal base. Hayakawa supports his claim by appealing to pathos in the description of how children who are not taught English from an early age will always be behind their peers, he discusses how countries such as Belgium and India have several official languages and how it is “a chaotic mess”, and explains how bilingual programs in California do more harm than good because they start the child off in their native language and never allow them to fully
Daniels, Harvey A., and Urbana, IL. National Council of Teachers of English. Not Only English: Affirming America's Multilingual Heritage. 1990. ERIC. Web. 28 Nov. 2014.
In the 20th century, the melting pot is not working, and the whole idea is under attack (Evans 76). The United States has changed from a melting pot to a vast culture with varying backgrounds. In years before, America was a collection of Chinese, Germans, Italians, Scots, Croats, etc., all craving freedom. Today, even the simple concept of an English-speaking nation is fading off the continent. In the old days, immigrants were taught in English in the public schools. (76). In America today, children are taught in German, Italian, Polish, and 108 other languages. Most of these schools are funded by 139 million federal dollars.
Wiley, Terrence G. "Language Planning, Language Policy, and the English-Only Movement." Language in the USA: Themes for the Twenty-first Century. Ed. Edward Finegan and John R. Rickford. Cambridge: Cambridge UP, 2004. 319-38. Print.
Remy, Richard C., Gary E. Clayton, and John J. Patrick. "Supreme Court Cases." Civics Today. Columbus, Ohio: Glencoe, 2008. 796. Print.
In the article, “Public and Private Language”, Richard Rodriguez argues that bilingual education delays learning a “public language” and developing a public identity”. I can relate to Richard’s story because my family and me moved to America when I was young and we also had the same struggle learning a new language. I agreed with Rodriguez when he expressed that he didn’t feel like a true American until he mastered the English language because English is the first and main language in America.
Hall, Kermit L, eds. The Oxford guide to United States Supreme Court decisions New York: Oxford University Press, 1999.
When visiting just about any school across America, students who attend come from all over the globe. This raises the question across America about bilingual education. This can create many challenges in and out of the classroom. The classroom should be a safe place for all students regardless of what native language they speak. In the essay Lost in translation written by Eva Hoffman, describes a foreign student who tries hard to fit in. Instead, Eva begins to feel angry, hurt and confused because people laugh at her. In Guiding Principles for Dual Language Education by Elizabeth R. Howard, Julie Sugarman, Donna Christian Center for Applied Linguistics Kathryn J. Lindholm-Leary San José State University David Rogers Dual Language Education of New Mexico. Guiding principles gives great ideas to educators to stop kids from making other students feel the way that Eva felt. After reading several articles about bilingual education, it is evident that all children in school should learn English but never lose their native language. When all the students speak one language, students will be less likely to make fun of each other. A good educator should learn enough foreign languages to aid them in effective communication in their classroom although; if an educator does not speak a foreign language, they should recruit within the classroom students to be peer mentors. However, a teacher should be willing to listen and encourage the students. Above all a good educator should be a good role model to their students by respecting their heritage and their language.
From my experience, bilingual education was a disadvantage during my childhood. At the age of twelve, I was introduced into a bilingual classroom for the first time. The crowded classroom was a combination of seventh and eighth grade Spanish-speaking students, who ranged from the ages of twelve to fifteen. The idea of bilingual education was to help students who weren’t fluent in the English language. The main focus of bilingual education was to teach English and, at the same time, teach a very basic knowledge of the core curriculum subjects: Mathematics, Social Sciences, and Natural Sciences. Unfortunately, bilingual education had academic, psychological, and social disadvantages for me.
America, a country built on immigration dating back to the early 1600s Mayflower voyage, continues to thrive as a melting pot full of various cultures and ethnics. In the past, many immigrants came to America due to the offered freedoms and equality, yet today, many naturalized citizens suffer with injustices, including with educational practices. The use of bilingual education, which is teaching students in both English and their native language, has become a controversial topic. In 1968, the Bilingual Education Act, which recognized and offered education to students who were lacking English, was passed, yet the topic still seems questionable to some. Bilingual education provides a variety of beneficial attributes to equally help foreigners