Holly Balentine
“How Supporters of Bilingual Education Argue for its Implementation”
Audience Research Project
WRA 260: Rhetoric, Persuasion & Culture
December 03, 2010
Overview
Spurred by the expanding Hispanic population in the United States, the question of whether or
not to implement bilingual education systems in K-12 schools is a controversial topic that is
discussed in a variety of ways. This report explores how the California Association for Bilingual
Education (CABE) uses rhetorical appeals to convince the public to support bilingual education
programs in California’s K-12 schools. I analyzed a press release from the organization entitled
“Will all of California’s Students Be Prepared for the Challenges of the 21st Century?” for its
language usage and writing style. The analysis revealed that the representatives of CABE
primarily use pathetic arguments to rile the audience and to portray the injustice of a
monolingual school environment. The article uses research and cites opinions of several
different entities as CABE tries to set itself up as a unifying factor of the California community.
Although many debaters in today’s age of science tend to talk down the credibility of emotional
appeal, the use of pathos by the California Association for Bilingual Education in their media
communication is both substantial and effective.
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How Supporters of Bilingual Education Argue for its
Implementation
Holly Balentine
Audience Research Project
WRA 260: Rhetoric, Persuasion & Culture
December 03, 2010
Introduction
The term “rhetoric” describes the use of language to effectively persuade. In the American
culture of free speech, it is crucial for advocacy groups, demographics, or individuals to use
rhetorical strategies as they express their opinions on controversial issues. This report explores
how the California Association for Bilingual Education (CABE) uses rhetorical appeals to
convince the public to support bilingual education programs in California’s K-12 schools.
Bilingual Education: What’s the big deal?
Ever since the rapid rise of the Hispanic population in the Unites States began, the question of
whether or not to feature bilingual education in K-12 schools has been heavily discussed by U.S.
citizens, lawmakers, teachers, and parents. On the one side, national pride may be at stake if a
language besides English is taught in public schools. English is a unifying factor that allows
people of different races, religions, nationalities, and backgrounds to have commonalities and
come together as a nation. On the other side, in 2009 Hispanics or Latinos made up 15.8% of
the U.S. population (U.S. Census Bureau). Other nations with minority groups that speak other
languages have two or more official languages to represent all facets of the population and
appreciate the diversity. The children in the U.S. who only speak Spanish are severely
disadvantaged in their learning if all classes are taught in English. These arguments form the
basis of an issue that will continue to become more pressing as the Hispanic population grows.
California Association for Bilingual Education
One of the many advocacy organizations taking a stance on bilingual education issues is the
California Association for Bilingual Education. It is a non-profit organization composed of
parents, teachers, para-professionals, and students that promotes opportunities for Englishlanguage learners, their parents, and any other individual invested in the issue. The group
promotes the implementation of bilingual education programs, both immersion and nonimmersion, in California schools. It also holds professional development seminars for bilingual
teachers and provides resources for parent involvement with their English-language learners’
education. CABE publicizes its mission to the residents of California through media
representation on its website and in print publications.
Analysis of Publication Rhetoric
After considering several methods of research, the most fitting way to analyze how the
California Association for Bilingual Education discusses the bilingual education is to examine
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some of the group’s publications for their use of rhetoric. Representatives of CABE boldly
express the organization’s opinions and suggest action in media articles that are accessible
through their website. This report studies the August 16, 2010 press release “Will All of
California’s Students Be Prepared for the Challenges of the 21st Century?” The press release
employs multiple types of rhetoric while using pathos-charged language to reach the audience.
Firstly, the press release establishes the stasis of policy by stating what should be done about
the education in California. The article states that “This new uniform and interconnected
system is desperately needed,” (“Will All of…?”). Instead of defining the act or arguing
theoretically about whether or not the situation is desirable, the group argues from a policy
viewpoint about the steps that should be taken to correct it. The CABE clearly names the action
that should be taken as it calls upon the State Board of Education.
The article immediately sets up the urgency of the need for education reform with a kairotic
plea. One of the opening sentences proclaims, “California’s economic power is certain to be
diminished” when English learners are not meeting grade level standards for lack of assistance.
The threat of future economic consequences emphasizes that the problem of students not
understanding coursework and thus not making grade level standards needs to be changed
now. CABE also presents a kairotic solution to the problem. The group states that the
combination of professional development and other resources to aid parents and learners is
“the only alignment that will make the difference for underserved and underachieving
students.” CABE offers a solution that is available immediately for a current need, thus
encouraging readers to change their opinions or act now while the solution is readily available.
CABE employs logos and ethos in several forms to prove their credibility. In the opening
paragraph, the press release cites standardized state test results to show that there is hard,
numerical evidence to support what the organization is saying. There is a chart prominently
placed on the front page of the press release to illustrate the data. Later, the article includes
numerical statics about English-language learners and unemployment rates to make appeal to
logic and reason. The inclusion of such research serves a second purpose as well: building ethos
for the organization. The chart shows the results from a state test, a standardized
measurement. The incorporation of research shows that the CABE took the time to gather it
and that the information in the article can be trusted. Other ethos-building details take more of
a personable angle. The second page of the article states that Senator Denise Ducheny will be
involved in the effort to implement a more fair assessment system in schools. Dropping the
name of a high-profile personality makes readers more likely to listen to CABE. Along the same
lines, the organization plays of the residents’ of California’s state pride. In a quote from the
president of CABE, California is called the “leader of the nation” and encouraged to become an
“exemplary… model for the nation.” This rhetorical move not only identifies the organization as
a strong supporter of California, but also implies that readers will not be supporters of the
success and leadership of California unless they support the implementation of bilingual
education. The move is effective and well-placed.
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The final and most surprising rhetorical appeal in the press release is the appeal to emotion.
CABE produces both positive and negative emotions in their readers to move them to action or
merely to convince them to see CABE’s point of view. The article uses negative emotionallycharged language to describe the effects of the monolingual system. The earlier references to
the threat of California’s future and the phrase “desperately needed” are meant to inspire fear
and worry. The threat of negative consequences without change will cause readers to weigh
the pros and cons of a bilingual system and hopefully decide that whatever downsides arise
would be temporary. On the second page of the article, Quezada writes that English-learners
that do not drop out will “continue to languish in our schools.” She continues on to write that
continuation on the path California is on right now will be “devastating,” with “astounding”
unemployment rates among people that did not have a fair chance to learn in school. The
words “languish,” and “devastating” create a vivid image of struggle and suffering. Readers will
feel compassion for the students who are stuck in this situation and will want to give Englishlearners a chance, presumably by reforming the education system. On the flip side of things,
the language inspires positive emotion when describing what a bilingual education system
would be like. The aforementioned reference to California being an exemplary model for the
nation is a feel-good, prideful statement. Readers feel excited to be a part of something
exemplary, and CABE hopes that they will also want to take action to make that reality happen.
In another example of pathos, the association describes the program as one that will prepare
students for “a future that is changing… how we work, and even how we live.” The implication
of a life changed for the better is a feel-good, idealistic thought. Readers feel a sense of wonder
and hope at a positive future. Such a feeling motivates the audience to voice their opinions and
to be involved in the quest toward a brighter future.
Results
The CABE press release reveals that the group employs a wide range of persuasive techniques
while relying on pathos to motivate readers to action. While the article conveys a sense of
urgency about bilingual education and builds credibility with research and goodwill toward the
audience, the pathetic arguments are the ones that truly strike a chord. Even the kairotic points
that emphasize the urgency of the situation are accented with emotionally-charged language.
Dramatic adjectives arouse the audience. The choice to use pathos as a primary rhetorical
strategy is surprising. In today’s scientific and research-based world, measurable facts are
demanded to prove an idea or a belief correct. CABE, on the other hand, chooses to employ
pathos more frequently or in conjunction with other techniques.
As part of their pathos-based approach, CABE sets itself up as a unifying entity in the California
community. The reference to making California a leader in modeling fair education methods
becomes a rallying point for all residents of the state. In the article, CABE names the State
Board of Education, Senator Denise Ducheny, an education publication, and Californians
Together as entities that either are involved or will become involved in the bilingual education
movement. These groups provided the research presented in the press release. The inclusion of
all these people seems to be another aspect of CABE’s rhetorical strategy. CABE presents itself
as an organizing, uniting factor with other organizations to inform the community and get them
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active in the quest for bilingual education. The press release gives the feel-good feeling of being
part of a larger cause.
Conclusion
An analysis of the rhetoric in a press release from the California Association for Bilingual
Education (CABE) shows how supporters of bilingual education talk about the issue. CABE is an
organization of parents, teachers, English-learners, and other individuals personally invested in
the realization of bilingual education. The press release, written by an official representative of
the association, employs many rhetorical strategies while using pathos as a primary motivating
factor.
The group immediately takes a policy stasis from which it tries to convince the audience that a
bilingual education system must be implemented. The press release describes a kairotic
situation in which California will face an economic decline if a large percentage of future
workers are not at grade standards due to language barriers. The incorporation of numerical
research and testimonials from important figures proves that CABE is credible and trustworthy
in a mixture of logos and ethos. But in spite of all these details, emotional appeal dominates the
article. Vividly descriptive adjectives, both positive and negative, jolt the readers into listening
and reacting. The press release tries to simultaneously make readers feel sorry for the victims
of the current system and inspire them to stand up for justice in the form of fair assessment
techniques.
Even though emotional appeal is at times regarded as the least powerful or least credible
argument technique, its implementation by CABE is very effective. Pathetic language permeates
the article, giving more impact to the numerical research. As part of its goal to move its
audience, CABE acts as an organizing factor among several community presences. The
overarching goals are to incite in the audience feelings of righteous indignation at the
monolingual system, to create a feeling of teamwork and unity, and to move the audience to
strive for the goal of a brighter, fairer future. The California Association for Bilingual Education’s
use of rhetoric is stimulating and effective.
References
Quezada, Maria. "Will All of California’s Students Be Prepared for the Challenges of the 21st
Century?" California Association for Bilingual Education. August 16, 2010. Web. December 01,
2010. <http://www.bilingualeducation.org/pdfs/Press_Release_STAR_2010%20msq%20final.pdf>
U.S. Census Bureau. “People QuickFacts.” USA QuickFacts from the U.S. Census Bureau. 2009.
Web. December 01, 2010. <http://quickfacts.census.gov/qfd/states/00000.html>
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