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President Theodore Roosevelt signing the Nationality Act

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The Nationality Act required immigrants to speak English, rather than their native languages. This is due to the idea that speaking English will help them to become naturalized Americans (Bilingual & Wright, 2021). This is significant for Bilingual Education today because in the past, people were forced to learn English to become citizens. Therefore, these people often forgot their native languages since they were not utilizing them. Today, many people get to use their native languages to help them learn English and they are free to use their language in everyday life.

Baker, C., & Wright, W.E. (2021). Historical Introduction to Bilingual Education in the United States (pp. 180-207). essay, Multilingual Matters.

Rhapsody in Books. (2022, September 10). September 27, 1906 – US Naturalization Process transferred to federal courts. Legal Legacy. https://legallegacy.wordpress.com/2022/09/27/september-27-1906-us-naturalization-process-transferred-to-federal-courts/

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Students who went to school at the Immigrants Development Center in San Francisco prior to the Supreme Court ruling

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Lau v. Nichols ruling by the US Supreme Court (1974)

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Lau v. Nichols ruling by the US Supreme Court (1974)

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Lau v. Nichols was a Supreme Court case where it was established that language programs in schools that were made for language minorities who were not proficient in English were required to provide equal educational opportunities for all students (Baker & Wright, 2021). The court case was brought to the Supreme Court with this question of whether or not students received equal educational opportunities if they were taught in a language they could not understand (Baker & Wright, 2021). The Supreme Court concluded that the failure to provide a program for language minorities violated the Equal Protection Clause of the 14th Amendment and Title VI of the Civil Rights Act of 1964 (Baker & Wright, 2021). This Supreme Court case is important to Bilingual Education today because it marked the beginning of bilingual learners being equipped with the proper skills to succeed. They finally began to get classes with teachers from whom they can learn while also learning some English.

Baker, C., & Wright, W.E. (2021). Historical Introduction to Bilingual Education in the United States (pp. 180-207). essay, Multilingual Matters.

Li, P. (2024). 50th anniversary of Lau V. Nichols Landmark ruling on the rights of immigrant students for bilingual education. Wind Newspaper. https://www.windnewspaper.com/article/50th-anniversary-of-lau-v-nichols-landmark-ruling-on-the-rights-of-immigrant-students-for-bilingual-education

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This movement strived to advocate the idea that English be declared the official language of the United States. They also opposed the use of any other languages besides English in government and education (Baker & Wright, 2021). Countrywide, this sparked debates about whether or not English was too dominant in law, society, and education (Baker & Wright, 2021). This shows the continuation of the controversy over the role of bilingualism in the United States. This is important to Bilingual Education because it shows the backlash many people received for not speaking English. The US English movement's purpose was to get rid of all other languages in education. If this were to remain true today, all of our immigrant students would not be able to learn English as effectively. They would be forced to assimilate to fit into the "normal" of only speaking English in American schools.

Baker, C., & Wright, W.E. (2021). Historical Introduction to Bilingual Education in the United States (pp. 180-207). essay, Multilingual Matters.

Riposseau, V. (2010). The lobbying of the U.S English Movement since 1983: A campaign via the media in Quest of National Unity. Memoire Online. https://www.memoireonline.com/06/11/4589/The-lobbying-of-the-us-english-movement-since-1983-a-campaign-via-the-media-in-quest-of-national-.html

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The No Child Left Behind Act being signed

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The No Child Left Behind Act is signed by President George W. Bush (2002)

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The No Child Left Behind Act is signed by President George W. Bush (2002)

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No Child Left Behind (NCLB) was signed into law in 2002. It brought in this idea that people should focus on what students lack (English) instead of who they are (emergent bilinguals) (Baker & Wright, 2021). NCLB ensures that students learn from highly qualified teachers. However, there were no criteria given to teachers of ELLS (Baker & Wright, 2021). Teachers did not know how to teach these students as they do not know English, and many of them are not high academic achievers. In addition, NCLB eliminated specific funding for bilingual education, and states had to determine what "program models would be eligible for federal funding" (Baker & Wright, 2021, p. 190). NCLB, being signed into law, is significant to Bilingual Education because it shows bilingual students are not being treated properly in the education system. NCLB was enacted to make sure every child was on the same page and learning. However, they can not be on the same page if they are not receiving a curriculum that is geared towards their needs.

Baker, C., & Wright, W.E. (2021). Historical Introduction to Bilingual Education in the United States (pp. 180-207). essay, Multilingual Matters.

Klein, A. (2015, April 10). No child left behind: An overview. Education Week. https://www.edweek.org/policy-politics/no-child-left-behind-an-overview/2015/04

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Every Student Succeeds Act replaces the No Child Left Behind Act (2015)

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Every Student Succeeds Act replaces the No Child Left Behind Act (2015)

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The Every Student Succeeds Act (ESSA) kept teachers accountable through "testing of content and English language proficiency", but it gave states greater flexibility to set goals and use different measures to assess students (Baker & Wright, 2021, p. 199). This act allowed for a student's English proficiency to be considered when discussing achievement targets and interpreting test scores (Baker & Wright, 2021). The Every Student Succeeds Act allows students to perform at their own pace and use various measures to learn. Teachers can now look at their students' growth over time instead of meeting a certain score criterion. This is important for Bilingual Education because it is a step in the right direction for bilingual students to obtain the skills they need. Students are provided the chance to work at their own speed and focus on their own learning rather than racing to get a certain set test score. Teachers are beginning to look at a child's knowledge at all levels, instead of standardized test scores.

Baker, C., & Wright, W.E. (2021). Historical Introduction to Bilingual Education in the United States (pp. 180-207). essay, Multilingual Matters.

Kuphal, K. (2018, January 24). Schools transition from “no child left behind” to “every student succeeds” - pipestone county star. Pipestone County Star - Community news and information for Pipestone, Minnesota  507-825-3333. https://www.pipestonestar.com/articles/schools-transition-from-no-child-left-behind-to-every-student-succeeds/