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In 1919, the Americanization Department of the US Bureau of Education adopted a resolution recommending that all private and public education in each state be conducted in English (Baker & Wright 2021). Prior to this, there were some schools that conducted instruction in a language other than English, as well as a small number of bilingual schools in some cities. By 1923, 34 states had decreed that English be the sole language of instruction in all elementary schools.

I think this is important to Bilingual Education today because of the historical context in which the resolution was passed. The recommendation that all instruction be in English was a result of World War I, as well as a large increase in the number of immigrants arriving in the United States. Other languages, particularly German, were seen as a threat against a unified United States. This is relevant today because we are in a similar situation today. There has been an increase in the number of people crossing our borders. As a result, similar attitudes towards these individuals have developed among certain portions of our population. Many people are criticizing individuals in the United States who do not speak English as their primary language, saying things along the lines of "You're an American; you should speak English!". These attitudes may lead to increased calls to eliminate bilingual programs.

Baker, C.,  & Wright, W. E. (2021). Historical introduction to bilingual education in the United States. In Foundations of bilingual education and bilingualism. Multilingual Matters. https://doi.org/10.21832/BAKER9899

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In 1966, the National Education Association held a meeting and issued a subsequent report, which called for legislation supporting bilingual education (Baker & Wright, 2021). The report included the results of a survey that documented school programs that included instruction in Spanish in Texas, New Mexico, California, Colorado, and Arizona.

This event is important to Bilingual Education today because it led the way to a number of legislative acts that called for bilingual education, especially for children for whom English was not their mother tongue. It also marks an important milestone in the reestablishment of bilingual programs in the United States.

Baker, C.,  & Wright, W. E. (2021). Historical introduction to bilingual education in the United States. In Foundations of bilingual education and bilingualism. Multilingual Matters. https://doi.org/10.21832/BAKER9899

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In 1967, the Bilingual Education Act was introduced, which was enacted in 1968 as Title VII of the ESEA (Baker & Wright, 2021). This act indicated that bilingual education programs were part of federal policy and authorized the use of federal money for the education of speakers of languages other than English. It also undermined the English-only legislation still in effect in many states. The Bilingual Education Act (BEA) was reauthorized in 1974, 1978, 1984, 1988, and 1994. Later reauthorizations first restricted dual bilingual programs, then lifted those restrictions.

This event is important to Bilingual Education today because it set the stage for bilingual education as federal policy. It was the first legislation that explicitly gave federal support for bilingual education, and encouraged bilingual programs.

Baker, C.,  & Wright, W. E. (2021). Historical introduction to bilingual education in the United States. In Foundations of bilingual education and bilingualism. Multilingual Matters. https://doi.org/10.21832/BAKER9899

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In 2002, President George W. Bush signed No Child Left Behind (NCLB) into law (Baker & Wright, 2021). No Child Left Behind radically changed the requirements for the education of English Language Learners, ending the Title VII Bilingual Education Act. No Child Left Behind used the term 'limited English proficient' (LEP) to describe ELL students. It ended direct encouragement of and funding for bilingual education. It focused on English language development by encouraging English-only instruction. It also required ELLs to take all state tests, and required that they make adequate yearly progress. NCLB remained in effect until 2015.

NCLB is important to Bilingual Education today for a variety of reasons. First, it eliminated most funding for bilingual programs. As a result, many schools ended their bilingual programs or shifted to a more English-focused bilingual program. Second, it held schools accountable for 'LEP' students' progress. This led to many schools focusing on English-only instruction because they felt students would perform better on English language exams if they rapidly learned English through immersion. Indirectly, NCLB also led to fewer bilingual teachers. The effects of these factors are still very much felt today.

Baker, C.,  & Wright, W. E. (2021). Historical introduction to bilingual education in the United States. In Foundations of bilingual education and bilingualism. Multilingual Matters. https://doi.org/10.21832/BAKER9899

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In 2019, the Congressional Caucus on America's Languages was established (Baker & Wright, 2021). The aim of the Caucus is to increase the study of world languages, improve education for English Language Learners and Native Americans, and address the shortage of bilingual citizens in the United States. The Caucus helped reauthorize the Esther Martinez Native American Languages Preservation Act in 2019, and has supported several pieces of legislation that would improve bilingual education in the United States.

I think this event is important to Bilingual Education today because the Caucus has the power to enact real change to federal policy regarding bilingual education. Although it's too early to tell if the Caucus will be successful in doing so, it creates hope that there will be changes to federal policy that will support bilingual programs.

Baker, C.,  & Wright, W. E. (2021). Historical introduction to bilingual education in the United States. In Foundations of bilingual education and bilingualism. Multilingual Matters. https://doi.org/10.21832/BAKER9899