The History of Bilingual Education Bilingual education involves a native and secondary language used with the program model. According to Thomas and Collier (2002), the programs have also been termed “one-way” programs because it has a preponderance of either first language or second language students depending on the context. The bilingual education during an immigration in 1968 provided to encourage the local school to try approaches incorporating native-language lesson. Most states make bilingual education laws of their own. The basic idea was to make a migration group very difficult. Although the program was initiated to discourage immigrants to settle in America it developed to be a positive influence on the general social development. The immigrants often enrolled their children in bilingual or English language schools. In 1839, Ohio became the first country to implement bilingual education in the German-English language. In 1847, Louisiana provision for French and English, and Mexico did for Spanish and English in 1850. And a dozen states had similar laws. The U.S. government actively use of English among Native Americans. By the 1880s, Indian implemented a policy for Native Americans sending Indian children to boarding schools. According to Crawford (1998); McCarty (2002), policies did not succeed in eradicating the children’s native languages, but it guaranteed the exclusive use of English for future generations. In the 20th century found at least 600. 000 primary school public receiving their entire lesson in the German language, and it is around 4% of all American children in the elementary grades. But political shifted during the World War I era. The loyalty of non-English speakers and German Americans, in particular, prompted a majority of states to enact English-only instruction to “Americanize” groups. Some case, ban the study of foreign languages in the early grades — a restriction that was down as unconstitutional in 1923. Since the mid- 1990s, bilingual approaches to schooling have become popular in South East-Asia, especially in Thailand and Malaysia. In Thailand, the use of English for incorporated in math, science, IT and taught by non-native English speaking teachers. This approach is from the auspices of the International Study Program of Burapha University. Panyaden School is a bilingual school in Thailand that provides students with a Thai-English education. The difficulties and characteristic of the US experience have not been replicated in Asian countries. There is an acknowledgment of the need to improve English competence in the population, and bilingual approaches, where the language is taught through subject content. The most significant factors are the shortage of teachers competent to teach in a second language and the costs involved in the use of native speakers. REFERENCES Crawford, J. (1998). Anatomy of the English-Only Movement: Social and Ideological Sources of Language Restrictionism in the United States. McCarty, T. L. (2002). Between possibility and constraint: Indigenous language education, planning, and policy in the United States. Language policies in education: Critical issues, 285-307. Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students' long-term academic achievement.
