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Time Line: 2000-2015

Group members: Sandra Martinez, Jamie Santos, Terence Tan, Nico Lugo, Kevin Yang, and Andrey Koenig

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Reauthorization of Elementary and Secondary Education Act (ESEA).

Replaced Bilingual Education Act (Title VII) with the Language Instruction for Limited English Proficient and Immigrant Students program (Title III).

Relevance:

Reauthorization of Elementary and Secondary Education Act (ESEA).

Replaced Bilingual Education Act (Title VII) with the Language Instruction for Limited English Proficient and Immigrant Students program (Title III).

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Severely restricted bilingual education policy

English only education initiative modeled after CA Prop 227

Mandated English learners be placed in a one year English immersion program rather than bilingual classrooms

Relevance:

Measure effectively dismantled bilingual education in Arizona

Furthered national trend toward English-only instruction

Demonstrated how voter driven ballot initiatives could override educational research and professional recommendation in favor of politically motivated language policies

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As the 43rd President of the United States (2001-2009),the administration introduced the No Child Left Behind Act (NCLB) in 2002.

NCLB did not ban bilingual education but effectively marginalized it by emphasizing high-stakes testing in English and removing all references to bilingual programs from federal legislation. This policy shift pressured schools to adopt English-only instruction, further weakening bilingual education efforts across the country.

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A professor of education at UCLA and co-director of the Civil Rights Project, Gándara has extensively researched language policy and the educational challenges faced by English learners.

She has been a strong advocate for bilingual education, providing research-based evidence on the benefits of bilingual programs for academic achievement and long-term success. Her work has influenced policymakers and educators by highlighting disparities in education for English learners, particularly in states that eliminated bilingual education.

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Bilingual Students of Immigrant Families in the US

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Bilingual Students of Immigrant Families in the US

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Fact:

In October of 2005, more than 20% of students enrolled in public schools in the United States were children of immigrant families who were born in the United States.

Relevance:

Many of these students were able to fare well in their studies and found little to no issues in their education

However, students from immigrant communities where English is not the predominant language often struggled the most with English Proficiency

As of 2006, a study of California’s EL’s found that the typical EL student had a 40% chance of being reclassified as a “proficient English speaker” within 10 years of schooling, meaning that the majority of students who are in these programs are often unable to demonstrate sufficient academic proficiency in English.

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Language Minority Children vs Population

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Language Minority Children vs Population

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Fact:

From 2000-2010, the population of language minority children has grown substantially faster than the overall population.

Relevance:

Between 1979 and 2006, the number of school-aged children who spoke a language other than English increased by 185% compared with 20% of the total population.

Such a rise in population indicates an increasingly globalized world where language proficiency is incredibly important among all cultures.

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Agrument 1:

Spanish was the native language of almost 77% of ELs, followed by Vietnamese (2.4%) and Hmong (1.8%) as of 2003.

Relevance:

Such distribution presents a good indication of emerging cultures within the United States. Increased influence from immigrants from Latin-Americans and Asian communities stands as strong evidence of an increasingly global American population.

It is important to preserve and develop English alongside these foreign languages in order to foster an environment that is safe and familiar for English learners.

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Enhanced Cognitive and Communications Benefits:

Learning and actively using more than one language can improve students cognitive ability and better prepare them for an increasingly globalized world

Research suggests that bilingual or multilingual individuals often show improved task-switching, learning, and communication skills

Cultural Respect and Global Citizenship:

Learning multiple languages can assist students in better understanding other languages’ cultures and therefore learn and develop a better understanding of something that is foreign

Increased understanding of other cultures fights against racism and hate. By educating a young domestic generation on the foreign world, less political and racial tensions may arise.

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Bilingual education is an unnecessary cost that affects academic budget and lacks proper implementation skills.

Effective bilingual education requires well-trained, bilingual teachers, materials, and usually smaller class sizes or specialized programs. These can be costly and difficult to source.

If underfunded or poorly executed, bilingual programs may not achieve their intended goals and could disrupt learning in other academic areas.

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During this time period had a major shift from bilingual education, and had seen a more mandated English-only environment into classrooms, due to restricting policies.

With the significant change, there are bound to be high drop-out rates, especially from those that have difficulties adapting to without their native language.

The acts violates the student’s rights to an equal education

The amount of English speakers showed a significant increase.

Some areas such as low-income areas where individuals such as immigrants can face challenges in obtaining resources to learn a new language and keep up with academics as they face new policies.  Such obstacles is an inaccurate evaluation of a student's academic level

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Nieto, D. (2009). A brief history of bilingual education in the United States. Perspectives on Urban Education, Spring 2009, 61-64. University of Massachusetts Boston.

Gándara, P., & Rumberger, R. W. (2009). Immigration, language, and education: How does language policy structure opportunity? Teachers College Record, 111(3), 750–782.

Gándara, Patricia, and Russell W. Rumberger. “Immigration, language, and education: How does language policy structure opportunity?” Teachers College Record: The Voice of Scholarship in Education, vol. 111, no. 3, Mar. 2009, pp. 750–782, https://canvas.ucsd.edu/courses/60929/files/13985875?module_item_id=2583405.