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1968 – Bilingual Education Act (Title VII of ESEA)

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1968 – Bilingual Education Act (Title VII of ESEA)

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Summary: This act marked the first time the U.S. federal government provided funding for bilingual education. It aimed to support students with limited English proficiency, especially those from low-income backgrounds.
Why Important: It acknowledged linguistic diversity as a national issue and legitimized bilingual education at the federal level, laying the groundwork for future policy.

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1974 – Lau v. Nichols Supreme Court Decision

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1974 – Lau v. Nichols Supreme Court Decision

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Summary: The court ruled that providing the same facilities and instruction to English learners as native speakers did not constitute equal education under the Civil Rights Act. Schools must take "affirmative steps" to help ELs overcome language barriers.
Why Important: This decision established the legal foundation for language support services in schools and remains a landmark in civil rights for multilingual learners.

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Summary: This court decision laid out a three-part test to evaluate whether schools were effectively serving English learners: a sound educational theory, effective implementation, and evaluation of results.
Why Important: It gave schools a clear legal framework to follow, and it is still used today to assess bilingual and ESL program effectiveness.

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Summary: Proposition 227 severely restricted bilingual education in California, mandating English-only instruction unless parents requested waivers.
Why Important: It reflected a national pushback against bilingualism and influenced similar legislation in other states. Although repealed in 2016 (Prop 58), its impact on bilingual education was profound.

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Summary: NCLB emphasized standardized testing and accountability, often undermining bilingual education by prioritizing English proficiency over native language development.
Why Important: It shifted the focus from bilingual support to English-only outcomes, leading many schools to reduce or eliminate bilingual programs.