Daisy Padilla
ESC 759
Professor Hermino
Bilingualism in the United States
Bilingual education involves teaching all subjects in school through two different languages.
There are currently several different programs models transitional, maintenance, enrichment, and
two way. In transitional education the bilingual teacher incorporates student’s native language
with the goal to help students mainstream into English only classrooms within a couple of years.
In Dual language students are taught in all content areas in two languages. The goal is to help
maintain their ability to speak in two different languages, without losing their native language.
There are four periods of bilingual education in the United States, the Permissive, Restrictive,
Opportunity, and Dismissive. Bilingual education has come a long way in the United States and
has greatly improved the success of immigrants from all around the world. Immigrants who
came to the United States were at first expected to sink or swim and were not accommodated and
thought they could succeed just through individual effort.
In the 1860’s during the Permissive period many immigrants lived in the United States and
spoke a variety of languages. Since people wanted to preserve their heritage and culture they
maintained their languages. Other languages were spoken by all classes of people in society. Up
until WW1 language diversity was accepted and many schools such as in Ohio, Germany,
Pennsylvania, and Missouri contained German- English schools. Things started to turn for the
worse once people in politics started to feel threatened by the usage of languages other than
English and felt like they would lose power.
After the 1860’s during the Restrictive Period there began to be a shift in the way people
viewed bilingualism. Since there was such an increase of immigration coming into the United
States people started to fear foreigners and felt a need for more management. There began a
political and social movement which resulted in a rise for English only schools. People such as
Webster began to try and standardize the American language and wanted everyone to speak the
same language. As a result of trying to limit immigration into the United States in the 1700s
there was a decrease in immigration. In the 1830’s there was a rise again, especially with
Germans estimating at five million people. Many states who accepted minority groups passed
laws to allow for instruction in English in addition to their languages. In 1906 the ability to speak
English was seen as a way of showing loyalty to the country so, as a result, the Nationality Act
was passed requiring immigrants to speak English. In 1923 thirty four states had ordered for
English only instruction. In addition, as a result of WW1 the German language was now
considered a threat, so from that point on schools became the tools of assimilation of many
languages and cultures.
The Opportunity period which began in 1957 reinstated bilingual schools. With the civil
rights movement came a shift in the equal rights and educational opportunities for all races. The
1964 Civil Rights Act prohibited discrimination on the basis of color, race, or nationality
changing people’s attitudes towards having more of a tolerance for different ethnic languages,
and cultures. In Florida in 1963 a dual language school was established and proved that a
bilingual school could be successful. The Bilingual Act of 1968 was the first bilingual program
at the federal level. It was enacted by President B. Johnson because of the growing size of nonEnglish speaking population. This transformed the way that minority students were taught. This
act established for planning and developing of various bilingual education programs, as well as,
training and operation of schools.
Many court courses influenced the rights for culturally and linguistically diverse students.
The first court case to mandate for bilingual education was in 1972 with Serna vs Portales
Municipal. This ordered for instruction in a child’s first language. In 1972, ASPIRA, the Puerto
Rican advocacy group, court case. Dr. Antonia Pantoja vs. Board Of Education of New York
claimed that linguistic and cultural needs of Puerto Ricans and other Hispanics were not fully
being addressed. In 1974 , Lau vs Nicholas ‘s decision guaranteed that language –minority
students would be ensured access to the same curriculum provided to their English speaking
peers via affirmative steps. The Castaneda vs. Pickard decision in 1981 set the standard for the
courts in examining programs for LEP students. It required that appropriate action to overcome
language barrier be taken through well implemented programs.
Unfortunately within the Dismissive Period which began in the 1980’s, there was a shift in
Title VII funds to English-only programs. In 1998 Proposition 227 was proposed and backed up
by 61 percent of the voters. Proposition 227 eliminated bilingual education in California
classrooms, substituting an English immersion program for no more than one year before joining
a regular classroom. Supporters thought that this was a way for Non-English speakers to be
pushed to succeed in the language and would be given a better chance at educational and
economic success. Opponents felt that this would not work for all students and would only
violate their civil rights. In one year fewer than 20% were ready to be in an English speaking
classroom. Other states banning bilingual education include Proposition 203 passed by Arizona
in 2000, and in 2001 Colorado eliminated bilingual education in their public schools as well.
In 2001 President Bush signed the No Child Left Behind act which replaced Title VIII For
Title III and put an end to the Bilingual Education Act of 1968. This was a larger school reform,
school funding is now based on the enrollment of English language learners in the school. This
act is a projected through a rapid teaching of English. Schools are now judged by the percentage
of how many English language learners are fluent in English. They discourage the use of the
native language. The word bilingual is no longer used, it is now called English Language
Acquisition.
Bilingual Education has come a long way, programs need to be available that encourage a
natural transition to English without sacrificing their home language, or cultures. Children should
be able to maintain their cultural identities while attaining a place in the American society.
English is seen as an asset, so those that come from a new country feel displaced. Native
speakers should not have to lose their language. It has been proven that children who learn to
read and write in their native language first are more likely to succeed, and learn English quickly
and effectively. Bilingual programs should add to their language and help them develop positive
attitudes and gain self-confidence. When the second language is acquired with an emphasis on
replacing their first language both languages will go undeveloped. Language is an aspect of
culture, and the relationship between the learner and the second language community is very
important in second language acquisition. Hopefully programs for culturally and linguistically
diver students will continue to improve to offer these students culturally responsive education
that values and respects their cultures.