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February 18, 2014
To: Jeremy Frey
From: Cade Shaw [published by permission]
Subject: Bilingual Education History in the United States
The entry “Bilingual Education History in the United States” in The Encyclopedia of Diversity in
Education, authors Dafney Dabach and Christian Flantis present on the topic of Bilingual
Education, and the too often lack thereof. In their particular passage, the reader can observe the
authors making a weak argument towards the importance of bilingual education. Their point isn’t
necessarily spelled out; however, their opinion is made obvious through a drawn out introduction
of the passage where they demonstrate commentary on the diverse culture of the United States
coupled with their rushed conclusion of presenting on the places that have restricted bilingual
education. Dabach and Flantis’ argument is not easy to pick up on, and has even more vague
appeals to lean either way on the debate of whether Bilingual Education should be supported or
denied.
What is Dabach and Flantis’ logical appeal?
Although most of Dabach and Flantis’ appeals don’t stand out, there is one major exception; they
makes a very strong logos throughout their entire passage. The biggest logical appeal Dabach
and Flantis create, is carried out through numerous histories. They throw out mass immigrations,
time periods of nationalism and supremacy, and eras of immense diversity. They strengthen
these points by their third paragraph where they implement dates of court cases that ignited
modern change to make the topic appear current and prevalent. Additionally, the authors present
court cases to aid in the contemporary feeling they had intending to portray. In all its parts, the
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logical appeal is undoubtedly the most practiced appeal in his entry, as well as the strongest. It is
overall very successful in demonstrating the necessity for bilingual education.
How do Dabach and Flantis use ethical appeal?
Dabach and Flantis demonstrate voice to create a strong ethical appeal. The ethos that these two
present is achieved through not only what he says, but the way in which they say it. The authors
write in a way in which they seem removed from the piece to lend itself to an unbiased air, but
not so extremely in which they seem unfamiliar with the subject matter. The easy to read
language aids in an attempt to attract a wide audience, while still working in the occasional
ostentatious word such as “Folk bilingualism”, and unexplained abbreviations like “ELL” and
“BL” in an effort to assert their dominance in the matter to convince the audience that they are
experts in the particular subject. Although Dabach and Flantis’ ethical appeal isn’t very rampant
in the passage, their usage of ethical appeal is vital in getting their point across, and is very
successful in its attempt.
Why do Dabach and Flantis leave out an emotional appeal?
Finally, to address the authors’ lack of an emotional appeal. The absence of pathos in Dabach
and Flantis’ passage is very intentional, and actually improves the entry instead of hindering it.
The shortage of emotion demonstrates a sense of the authors being rational, and not being
weighed down by emotions, to progress the unbiased atmosphere their commentary intended to
contain. Dabach and Flantis further the power behind the absence of emotion by including words
that, in most instances, would have very strong connotations, in a way that does away with this
restraint. The authors present the terms “Americanizing” and “un-American” to demonstrate the
connotations, but quotes them to eliminate the emotional connotation usually inherent in these
words. They insert these words in quotations in an attempt to inform the reader that yes these
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exist, but in a way that separates them from his work, and doesn’t allow these words to delude
their point.
What were Dabach and Flantis’ strengths and weaknesses?
Overall this passage’s appeals, and lack thereof, assist in furthering the point that the passage is
attempting to make. Not only do they help the subject matter in fulfilling its intended purpose,
but they delve deeper by reflecting the logic and ethics behind restricting bilingual education, but
demonstrate the lack of humanity, or emotion, in that decision. The collaboration of the three
appeals creates a strong passage to an educated reader, but would be entirely lost on a wide
audience of lower educated people. Dabach and Flantis’ point that supporting Bilingual
Education is fundamental for the United States would be lost on many, but is powerful to the few
that would pick up on it.
Works Cited
Dabach, Dafney Blanca, and Christian Faltis. “Bilingual Education History in the United States.”
Encyclopedia of Diversity in Education. Ed. James A. Banks. Thousand Oaks, CA:
SAGE Publications, Inc., 2012. 213-17. SAGE knowledge. Web. 10 Feb. 2014.