History of Biligual Education

The need for bilingual education is not directly related to the need for the student to have a more pleasant learning experience, but based more on the increasing need for these individuals to learn about their heritage, how they can present themselves to others in different scenarios, and being knowledgeable in both languages at a dual equivalence. The key

Bilingual education, as Rodriguez states, "romanticizes public separateness and trivializes the dilemma of the socially disadvantaged."

Bilingual education has been a debatable subject since its conception during the case of Lau vs. Nichols, in the early 1970’s. However, in that case, the court only ruling was that the children’s

• Proposition 227 created a negative few towards bilingualism, because it called for the rapid assimilation of all other minority languages. In whole, the objective of Proposition 227 was to outlaw bilingual education.

What is bilingual education? Bilingual education is a term that describes the different kind of educational program such as English as a Second Language. This program is taught in their native language. “For example, young children might be taught to read in their native language of Spanish; they are transitioned to English-only instruction when their English is proficient enough to ensure success.” (http://www.suite101.com/content/bilingual-education-programs-pros-and-cons-a227708) Since 1960, there was a controversy in the public school to have bilingual education. The bilingual education programs have promise students a good education in their native language, so they won’t fall behind in their schoolwork.

Movements for bilingual education rose in 1974 with the Equal Education Opportunity Act and Bingual Education Act, which ordered federally funded schools to meet special educational needs for students not proficient in English. Unfortunately, dropout rates and lack of English-language proficiency alarmed the states that these bilingual programs were not efficent. Because of this, arguments between English-only advocates and supporters of bilingual educations emerged. Articles such as the New York Times have proclaimed the failures of bilingual education. One cause could be the resistance of immigrants from English language acquisition, who hold tight onto their first language and culture. Despite this, studies show that generations

Proposition 58 would undo almost 20 years of regulations limiting bilingual education. It repeals the English-only immersion requirements, along with the waiver provisions of the 1998 Proposition 227. Currently, under Proposition 227, all education is conducted exclusively in English, with a few exceptions. These exceptions include voluntary education programs, such as dual emersion classes, where students concurrently learn English and a second language. In effect, this proposition would bring back programs where students, that are not fully fluent in English, have education in both English and their native language. I understand the educational value of bilingual classrooms; however, I am concerned that it would cause segregation and significant disadvantages for students.

The greatest concern of mandating “English only” schools in California for example is that 80 percent of the population of students is Latino. Miner further explains, “Good bilingual programs are about more than learning a language, it should be about respect for diversity and multiculturalism (Bilingual Education, 1999).”

Proposition 227 was a bill to allow students from foreign countries be given the most adequate help to be English Learners to help them succeed in the educational system and society. Most students who migrate to the US are places in LEP or ESL classes where they are forced to be treated less than the english speaking students. Teachers who teach these classes are not the most informed, prepared and positive teachers, instead of understanding these students struggle to learn a new language most of time they are discouraged from attending school and being seen and treated as a burden. Proposition 227 would bring in more classes for these students rather than just having a limited number of teachers leaving a big number of students who need help in learning the english language. “The students come from various socioeconomic, linguistic, cultural and educational backgrounds, and there are many of them do not fall into the high-achiever category” (Pyon, 66). Due to the lack of funding for teachers to be prepared to teach these students this proposition would also provide money to the schools as long as they would spend it for ESL.LEP students and classes, this would allow students to have a better chance to understand english and learn it in a higher rate preparing them for the regular classes and not falling behind. Since LEP/ESL classes were not seen as necessary prop 227 was able to bring students, parents and educators to see the importance in having our children to learn

Bilingual Education where Supporters feel that students miss a great deal by not being taught in their family’s language. That children that retain their family’s language will retain a sense of individuality. Their ethnic heritage & cultural ties. Helping Students acquire the skills of a classroom crucial for public success. Rodriguez also discusses the use of teaching and using a single language.

It remains to be seen the impact that this legislation has had on the academic outcomes of ELL students. In Arizona, research has suggested that the immersion program has been ineffective with only 11% of students entering the one year program actually obtaining English proficiency within a one year period (English for children, 2013). In California, due to the dramatic changes in the education policy of the state since the passage of Prop 227, it is difficult to measure the impact that Proposition 227 specifically has had on the outcome of these students (American Institutes for Research and WestEd, 2006). One thing is clear, the improvement in the outcomes for ELL students since the adoption of these state initiatives has not been noteworthy. "While there has been a slight decrease in

Prior to the passing of California proposition 227, immigrant children, mainly Latinos, were taught in their native language until they could transition into English-only classes. Students with limited-English-proficiency (LEP) would participate in bilingual education over a number of years before making this transition. After proposition 227, the percentage of children in bilingual programs dropped from 29 percent to 11, only those who were able to obtain waivers from school authorities were permitted to stay in bilingual programs (Bali, 2001). Proposition 227 was controversial because its opponents claimed that it was rooted in anti-immigrant sentiments and it was a return to ‘sink or swim’ programs which would

The positives of bilingual education have been recognised on a global scale for years. These benefits include: enabling minority cultures to maintain and develop their traditions, self-esteem and identity; improving intercultural communication between groups within and outside the society; enriching individuals intellectually, educationally and culturally and thus allowing ‘intergenerational communication, providing cognitive advantages, enhancing employment and career prospects and contributing to general wellbeing (Simpson 2009, p.3).’ Thus, in its broadest sense, bicultural education is the teaching of two ways of life (Harris, 1978).

First, in this paragraph i will be discussing studies that are in favor of bilingual education. According to a study done by Aqel (2006) investigated the reaction of students and instructors toward bilingual instruction method in the department of english and modern european languages at Eh university in Qatar. The findings of this study highlighted the most astute way to deliver the information in the shortest time, in addition, it pinpointed the effective role of L1 in teaching the foreign languages. Likewise, Jadallah and Hasan (2011) targeted in

For this investigative assignment, I interviewed three of my closest friends about their perspectives on bilingual education in the United States. One of my friends, who I will call “A,” said that bilingual education is important for students because it helps them broaden their perspectives on the world. Students are exposed to learn different cultures and respect them, promoting multiculturalism in our country. “A” said that if students were only exposed to English-only classroom setting, they would most likely be ignorant of other cultures. She also told me about her experience when she was in an ESL program during her middle school year. She described the program as useless because she and her classmates learned broken English from each other. She somehow managed to get out of the program and put herself into the mainstream English class. My other friend, who I will call “B,” stated that bilingual education is helpful in developing a wider cultural perspective and cultivating a person suitable for the globalized world. As a foreign-born American and working as an international student coordinator, she emphasizes the importance of acknowledging and respecting different cultures. She believes that bilingual education can help students to achieve better knowledge on growing multiculturalism in our country. My last interviewee, who I will call “C,” also believes that bilingual education is important to cultivate young minds by helping them to respect not only their own but