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In the landmark 1954 case Brown v. Board of Education, the Supreme Court ruled that segregating children in public schools based on race was unconstitutional, overturning the "separate but equal" doctrine established in Plessy v. Ferguson. The Court, led by Chief Justice Earl Warren, found that segregation violated the 14th Amendment. This decision was a key moment in the civil rights movement, marking the end of legalized school segregation. However, the ruling did not specify how desegregation should occur, leading to a follow-up decision in 1955, known as Brown II, which instructed states to desegregate "with all deliberate speed." The ruling faced resistance from segregationists and some legal scholars, but it energized the civil rights movement and advocates of judicial activism. Over the next decade and a half, the Warren Court continued to make decisions that reshaped race relations, criminal justice, and the political process.

This event was mentioned in the timeline on page 198. I chose the Brown v. Board of Education decision because it’s important to bilingual education today. It set a precedent for addressing educational inequality and discrimination. Just like Brown tackled segregation based on race, the ruling has shaped efforts to make sure all students, no matter their language background, have equal access to quality education. It emphasized that schools must be inclusive and provide fair opportunities to everyone, including bilingual learners.

National Archives. (n.d.). Brown v. Board of Education (1954). U.S. National Archives. https://www.archives.gov/milestone-documents/brown-v-board-of-education

Baker, C., & Wright, W. E. (2021). Foundations of bilingual education and bilingualism (7th

ed.). Multilingual Matters.

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The National Defense Education Act (NDEA), passed in 1958, was the first major federal education law in the U.S., created in response to the Soviet Union's launch of Sputnik in 1957. The main purpose of the act was to ensure that the U.S. had enough trained professionals to compete with the Soviet Union in areas like science, technology, and foreign languages. It provided financial aid for college students, improved teaching in science, math, and foreign languages in schools, and supported vocational and technical training. The NDEA marked a shift in how the federal government engaged with education, offering more support across various educational levels, but without exerting control over curriculum or administration in schools.

The National Defense Education Act is important to bilingual education because it promoted the teaching of foreign languages in schools, showing how crucial language skills are for the country. This focus on language education helped set the stage for the development of bilingual programs that we see today. According to Wright "This, in turn, helped to create a slightly more soul-searching attitude to languages other than English spoken among ethnic groups of the United States" (pg. 184). It highlighted the importance of preparing students to be multilingual, which is now an essential part of education in a globalized world.

Hunt, T. C. (2024, August 26). National Defense Education Act (NDEA). Encyclopaedia Britannica. https://www.britannica.com/topic/National-Defense-Education-Act

Baker, C., & Wright, W. E. (2021). Foundations of bilingual education and bilingualism (7th

ed.). Multilingual Matters.

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The Civil Rights Act of 1964 was a significant U.S. law aimed at ending discrimination based on race, color, religion, sex, or national origin. It banned segregation in public places like schools, parks, and restaurants, and prohibited discriminatory practices in employment. During this time, there were also attempts to revive bilingual education, though these efforts were limited and somewhat isolated (Baker & Wright, 2021, p. 184). These efforts were part of the broader civil rights movement, which was fighting for equal rights for African Americans and other marginalized communities.

The Civil Rights Act of 1964 is important to bilingual education today because it set the stage for equal opportunities for all students, no matter their background. By prohibiting discrimination based on race, color, or national origin, it allowed schools to start addressing the needs of bilingual and non-English-speaking students. This act helped lead to later policies, like the Bilingual Education Act of 1968, which focused on supporting language diversity in schools and making sure students who speak other languages have the tools they need to succeed.

Baker, C., & Wright, W. E. (2021). Foundations of bilingual education and bilingualism (7th

ed.). Multilingual Matters.

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The Bilingual Education Act, part of the Elementary and Secondary Education Act of 1968, offered federal funding to support bilingual programs for students with limited English proficiency. It aimed to address the challenges faced by language minority students by providing resources for creating and improving bilingual programs, including staffing and training. The act encouraged schools to use students' home languages in the classroom to help them succeed academically (Baker & Wright, 2021, p.186). Over time, it was updated to clarify how bilingual education should work, focusing on helping students learn English while still recognizing the importance of their native languages.

The Bilingual Education Act is important to bilingual education today because it set the foundation for supporting students who don't speak English as their first language. It helped schools understand the value of using a student's home language in education while they learn English. This act paved the way for ongoing efforts to provide bilingual students with the resources they need to succeed academically.

Baker, C., & Wright, W. E. (2021). Foundations of bilingual education and bilingualism (7th

ed.). Multilingual Matters

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The No Child Left Behind (NCLB) Act, passed in 2001, shifted the focus for English Language Learners (ELLs) to English-only instruction and standardized testing. Schools were held accountable for ELL performance on these tests, creating pressure for rapid English acquisition. While the intent was to ensure no child was left behind, it ended up being a setback for emergent bilinguals. NCLB’s use of the term "limited English proficient" (LEP) promoted a negative view, focusing on students' lack of English proficiency rather than recognizing them as emergent bilinguals learning both English and other languages. The term "bilingual" was essentially sidelined in this shift (Baker & Wright, 2021, p. 190). This heavy emphasis on testing and English proficiency often overlooked the importance of maintaining students' native languages, raising concerns about the overall quality of education for bilingual students.

This is important to bilingual education today because the No Child Left Behind Act shifted the focus away from supporting bilingualism and instead emphasized rapid English acquisition. By sidelining students' native languages and focusing solely on English proficiency, it impacted how bilingual education is viewed and implemented in schools. Understanding this helps in advocating for more balanced approaches that value both English learning and maintaining students' home languages.

Baker, C., & Wright, W. E. (2021). Foundations of bilingual education and bilingualism (7th

ed.). Multilingual Matters