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The end of World War 1 (1917) brought extra pressure for English monolingualism.  As anti-German feelings spread in the US, and the German language was portrayed as a threat, linguistic diversity was replaced with linguistic intolerance (Baker & Wright, 2021, 183).  This event is important to Bilingual Education today because for some Americans those feelings have never changed.  Instead of anti-German feelings, many have anti-Chinese feelings or Anti-Arabic feelings or anti-?? feelings.  The way that Americans feel about another group of people inhibits our ability to accept their cultures and their languages being taught today.

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1958 National Defense Education Act was passed

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1958 National Defense Education Act was passed

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In 1958 the National Defense Education Act was passed. This act promoted foreign language learning in schools. This helped to create a "...more soul-searching attitude to languages other than English spoken among ethnic groups in the United States (Baker & Wright, 2021, 184)." This event is important to Bilingual Education today because without this act Americans may never have begun to accept the teaching of other languages and thus other cultures.

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In 1970 a court case was brought on behalf of Chinese-speaking students against the San Francisco School District. The verdict of this case outlawed English mainstreaming programs for students who were not yet proficient in English. This event is important to Bilingual education because the result of this verdict was a set of guidelines for school districts called the Lau remedies. These remedies acknowledged that students not proficient in English need help and included classes in ESL, English tutoring and some form of bilingual education (Baker & Wright, 2021, 185).

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In 2011 California became the first state to offer bilingual students an opportunity to earn a Seal of Biliteracy on their high school diploma.  Since then most of the other states in the US have adopted the seal.  This is important to bilingual education because it recognized the achievement of bilingual students.  In doing so, it legitimized their cultures as well. It made being bilingual an accomplishment, instead of a problem that needed to be replaced with English.

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The Every Student Succeeds Act was signed into law by the most handsome president of all time, Barak Obama.  This ended the No Child Left Behind Act of 2002.  Due to this act, a student's level of English proficiency is now considered when setting achievement targets and interpreting their test scores.  It helps to ensure that the unique language and academic needs of ELLs are not overlooked.  Although the Every Student Succeeds Act was signed in 2015, it was just getting underway when Co-vid hit in 2020.  As a result, it remains to be seen how the act will work in practice and how much it will benefit ELLs and bilingualism (Baker & Wright, 2021, 195).  This event is important to Bilingual Education today because it addressed many of the issues  that were seen with NCLB regarding bilingualism and the teaching of ELLs.  It looks more at the whole student and not just at their test scores.  Hopefully, as the act is put into practice ELLs will have more of their language needs met.