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Picture of protest against race mixing. 

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We are 10 years prior to the 1964 Civil Rights Act that banned discrimination based on race, color, religion, sex, and national origin. The Supreme Court rules in favor of education and allows "race mixing" to be permitted in schools. This creates a new problem in schools because now you have to adjust to the needs of the new children and to their languages. This will also expose the other children to different languages, which at the time was considered outrageous.

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Child using English and Spanish in a classroom. 

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1968 - Title VII, Bilingual Education Act

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1968 - Title VII, Bilingual Education Act

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4 years earlier the Civil Right Act was achieved, and 1 year earlier the ESEA (Elementary and Secondary Education Act) was achieved allowing federal funds to be granted to meet the needs of "educationally deprived children". Title VII was added as an amendment to the ESEA allowing federal funds to be used specifically for bilingual programs for students that did not speak English.

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A teacher is able to teach in a foreign language.

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My favorite character so far in this timeline is the Supreme Court, again they rule in favor of language minorities expanding the 1925 Meyer vs Nebraska case into the school system. Meyer vs Nebraska allowed the language after school, Lau vs Nichols's determination allowed programs oriented specifically to language minorities for education to be equal.

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2001 - No Child Left Behind becomes a law. 

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2001 - No Child Left Behind becomes a law. 

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This marks a point in history of the "before" and "after" for EBs in the school system. Negative laws that indeed affected EBs but also the one major positive effect foe EBs as mentioned by Dr. Mahoney (p.39, 2023) "a new focus on accountability". Since everyone is now "responsible", this will be a starting point for future changes and additions to the law to help EBs achieve the expected standards chosen for them.

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The replacement of the NCLB for ESSA seems to be just a change in names, the accountability through the results of standardized tests and all the inherent problems (for EBs) remains the main tenant of ESSA. As ENL teachers we should be able to learn how to overcome the limitation this policies implement and take advantage of one of the new benefits included with the ESSA, the greater flexibility afforded to states to design their own accountability systems opened up the possibility for more realistic expectations for ELLs students, more attention to their linguistic needs and the potential for greater support for bilingual education programs, as expressed by Baker & Wright (2021).