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Summary

German-speaking settlers in the United States started bilingual schools as early as 1694 in Philadelphia. Later, in the 1800s, many German/English schools appeared in states like Ohio, Pennsylvania, Wisconsin, and Texas. Other immigrant communities such as Dutch, Danish, Norwegian, Swedish, Italian, Polish, and Czech also opened schools that taught in both English and their home languages.

Importance

These early bilingual schools showed that using more than one language in education has long been part of American history. They prove that bilingual education is not new; it began from community efforts to keep children connected to their language and culture while learning English. This foundation helped shape today’s bilingual and dual-language programs. It also shows how important bilingual education is and always will be.

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June 4, 1923 Meyer v. Nebraska (U.S. Supreme Court)

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June 4, 1923 Meyer v. Nebraska (U.S. Supreme Court)

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Summary

The U.S. Supreme Court decided that a Nebraska law stopping teachers from teaching young children in another language was unfair. The Court said this broke the 14th Amendment, which protects people’s rights to make choices about education and language.

Importance

This case was important because it was one of the first times the Supreme Court said that people have the right to learn and use their own language in school. It protected teachers and families who wanted to teach children in another language. The decision also set an early example that the government cannot force everyone to use only English. Even today, this case is used to argue against laws or rules that try to ban bilingual education or limit the use of other languages in schools.

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Summary

The Bilingual Education Act of 1968 was the first federal law that recognized students who were learning English needed extra help in school. It provided money for special programs to support these students so they could understand lessons and succeed in their classes. President Lyndon B. Johnson signed the law to give schools funding to hire trained teachers and create programs that used both English and students’ first languages.

Importance

This law was very important because it was the first time the U.S. government officially recognized that students who are learning English need special support to do well in school. Before this, many students who spoke other languages were expected to learn only in English without help. The Bilingual Education Act made it possible for schools to create programs that respected students’ home languages while helping them learn English. It also started the idea that being bilingual is a strength, not a problem. This opened the door for future bilingual and dual-language programs across the country.

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Summary

In the Lau v. Nichols case (1974), the U.S. Supreme Court decided that schools were not being fair to students who did not speak English well. The Court said that giving all students the same lessons in English was not truly equal if some students couldn’t understand them. Because of this, schools had to take action to help English learners, such as offering bilingual classes, extra language support, or special programs. The goal was to make sure every student had a real and fair chance to learn, no matter what language they spoke at home.

Importance

This case was very important because it changed the way schools support students who are learning English. Before this decision, many schools believed that treating all students the same was fair, even if some couldn’t understand the lessons. The Lau v. Nichols ruling showed that fairness means giving students what they need to learn, not just giving them the same materials. It pushed schools to create bilingual and English support programs so that language would not stop students from getting a good education. This case still guides how schools treat English learners today and is one of the strongest legal protections for their educational rights.

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Summary

The No Child Left Behind (NCLB) law was passed in 2001 and signed by President George W. Bush in 2002. It changed how schools supported English learners by replacing the Bilingual Education Act with Title III, which focused on teaching English to “Limited English Proficient” students. This shift removed the word “bilingual” from federal programs and emphasized English-only learning. NCLB required all students, including English learners, to take yearly tests in reading and math, and schools had to meet strict progress goals or face penalties. While the law aimed to improve education, it pressured teachers to focus on test scores instead of meaningful learning and discouraged bilingual education. Many schools lost bilingual programs and resources, and the law’s high expectations led to frustration because it focused more on testing than on truly helping students learn and grow.

Importance

The No Child Left Behind (NCLB) law was important because it changed how schools supported English learners and made schools more accountable for student progress. However, it also caused problems for bilingual education by replacing the word “bilingual” with “limited English proficient,” which made students’ home languages seem like weaknesses. The law focused too much on testing, pressuring teachers to prepare students for exams instead of helping them learn in meaningful ways. Many schools were unfairly labeled as failing, and bilingual programs were discouraged. Although NCLB aimed to help all students succeed, it often hurt English learners by ignoring their language strengths. Its problems later led to new reforms, like the Every Student Succeeds Act (ESSA) in 2015, which aimed to create a more supportive system for bilingual education.