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In 1967 the Bilingual Education Act was enacted and amended the 1965 Elementary and Secondary Education Act. This Bilingual Education Act was originally meant to help Spanish-speaking students but included all languages within the United States. This act allowed the formation of Title VII in 1968 which helped federally fund ESL students in various ways from the funding programs to various studies. This act was re-authorized in 1974, 1978, 1984, 1988, and 1994 (Baker & Wright, 2021).

Reference:

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

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The Lau v. Nichols was a 1970 case that was brought to the Supreme Court. In this case Chinese speaking students went against the San Francisco School district over how they were unable to learn fairly due to the lack of support in understanding the language and the content being taught. It stated that by not providing the needed assistance to the Chinese Speaking students it violated their 14th amendment and Title VI of the Civil Rights Act of 1964. The Supreme Court came to the decision to outlaw submersion programs for emerging English speakers. As a result the Civil Rights office developed the Lau remedies which are guidelines that districts can follow to effectively help emerging English speakers (Baker & Wright, 2021).

Reference:

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

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On January 8th, 2002 George W. Bush signed into law the No Child Left Behind Act that was proposed in December 13th, 2001. The NCLB Act re-authorized the ESEA (Elementary and Secondary Education Act) which radicalized the requirements for treatments of English Language Learners such as eliminating the Title VII (The Bilingual Education Act) and is instead addressed under Title III. In the NCLB did require all teachers to be highly trained and held states, districts, schools and teachers accountable for their students success regardless of the English proficiency. Students were required to take state tests and score a certain percentage to be seen as proficient. This made it hard to assess students abilities especially if they are not proficient in the English language. However, it did still allow schools to have bilingual programs but it was up to the state to fund such things (Baker & Wright, 2021).

Reference:

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

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The Seal of Biliteracy was started by a non-profit in California in 2011. The non-profit Californians Together tried to proposed a bill that would recognize the skills of bilinguals when they graduate high school. This seal is put on the bilingual students' diplomas at graduation showing that they are bilingual or multilingual. Once the Seal of Biliteracy passed in California it became a success, so much so that other states began to adopt this idea into their high schools. However, each state sets the standards that is required to obtain the Seal of Biliteracy. It was developed to help give bilingual and multilingual students an advantage in their future careers leading to an economic advantage (Baker & Wright, 2021).

Reference:

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

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Congressional Caucus on America's Languages

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Congressional Caucus on America's Languages

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The Congressional Caucus on America's Languages was established in November 2019. The Caucus' goal was to increase the number of studies done on world languages and ways to improve education for all ELLs and Native Americans. They also wanted to address the shortage of bilingual and biliterate citizens in the United States. They also helped push the re-authorization of the Ester Martinze Native American Languages Preservation Act that was originally passed in 2006. Once re-enacted it would provide Native Americas with funding to help preserve the Native American culture and languages (Baker & Wright, 2021).

Reference:

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