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Argument AGAINST Bilingual Education (2002)

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Argument AGAINST Bilingual Education (2002)

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The supporters of Question 2 believed that public schools in Massachusetts had done a poor job of educating immigrant children because they were being placed in “native language programs” which were failures because the students in them had low English-literacy levels. This ideology was grounded by the belief that immigrant children could quickly become totally fluent in English if they were taught it as soon as they entered school.

Nieto, David. (2009). A Brief History of Bilingual Education in the United States. Perspectives on Urban Education.. 6.

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The Number of Individuals who Spoke a Language Other than English at Home Showed a Dramatic Increase (2006)

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The Number of Individuals who Spoke a Language Other than English at Home Showed a Dramatic Increase (2006)

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The data here show a large increase since 1979 (through 2006) in the percentage of the population who spoke a language other than English at home. The percentage of those who spoke English with difficulty also saw a marked increase since 1979, but when compared to data from the year 2000 this percentage is actually shown to have decreased. (U.S Department of Education, 2008, Table 7-1). The explanation for a decrease in English difficulty could be due to the better availability of resources for English learners.

U.S. Department of Education, National Center for Education Statistics. (2008)
The condition of  education. Retrieved November 9, 2020, from http://nces.ed.gov/programs/coe/.

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Analysis of data from the National Assessment of Educational Progress (NAEP) Ranging 1998 - 2007 

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Analysis of data from the National Assessment of Educational Progress (NAEP) Ranging 1998 - 2007 

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English-only instruction implemented under Proposition 203 has not improved ELLs’ reading and math achievement in Arizona. This data show that math scores for ELLs in grades 4 and 8, during the period from 1998 to 2007, first increased but then declined, whilst the national average consistently improved. As for reading, 4th grade results in the same period also showed an initial increase followed by a subsequent decline, which in this case brought scores down to their initial 1998 level, whilst in 8th grade there was an overall decline.

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The Gallup Poll of 2005 showed an overwhelming majority of parents in favor of a school curriculum that allowed their children to take a variety of diverse courses in school instead of a "concentrated curriculum" that focused on academic knowledge. The poll also showed that most parents preferred for their child to be a "well-rounded student" rather than a straight A student. This is an argument for bilingual education as it represents how parents believe that their children's education should not focus solely on academic knowledge, as the curriculum is centered on currently, but it should also introduce topics that morally, ethically, and culturally educate the children. Bilingualism education does this by introducing English Learners as well as English-only students to multiple cultures whilst maintaining their academic lessons.

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John Brenner is a House of Representative member who introduced the NCLB Act of 2001 on March 22, 2001. This act, discussed in greater detail under "important policies" led to the expansion of standardized testing.

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-No Child Left Behind Act of 2001 simplified Federal support for English language instruction by creating a bilingual and immigrant education grant that would benefit English proficient students and increase academic achievement.

Citation: “Executive Summary of the No Child Left Behind Act of 2001.” Home, US Department of Education (ED), 20 Nov. 2007, www2.ed.gov/nclb/overview/intro/execsumm.html.

-Title III of NCLB (Language Instruction for Limited English Proficient and Immigrant Students) established in 2003

- Proposition 203 (Arizona) would repeal the existing bilingual education laws and change the law to require that all classes be taught in English except that pupils who are classified as "English Learners" will be educated through sheltered English immersion programs during a temporary transition period.

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Arguments for or Against Bilingualism during this Time Period

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Arguments for or Against Bilingualism during this Time Period

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-There was a resistance to non-English speaking immigrants and an existing push to "Americanize" public schools with an "English-only" language ideology that persisted in U.S schooling and society till the 20th century; which further persisted with the Bush administration as he brought about dramatic shifts into politics to adequately educate language minorities and assimilate them into the English language.

Citation: An Overview of U.S. Bilingual Education: Historical Roots ... scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2627&context=facpub.

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Millionaire and advocate for English-only policies

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- 2001: Introduction of No Child Left Behind Act (Gandara & Rumberger, 2009)

-2006: Highly credible National Literacy Panel releases meta-analysis stating " bilingual programs work as well if not better than English Only Programs" (Olsen 7)

-2007: Bill 472 aimed at "providing funding for Professional Development aimed at teaching reading to English learners" (Olsen 7)

-2009: "California adopted its first World Language Content standards, providing direction for the state's World Language programs" (Olsen 8)

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-Question 2: A 2002 initiative that replaced bilingual education with Sheltered English Immersion programs in Massachusetts (designed to teach English only and content immediately to English learners) and received a lot of support. They used the slogan "English for the children" and were successful in changing a lot of the bilingual education programs.

Nieto, David. (2009). A Brief History of Bilingual Education in the United States. Perspectives on Urban Education.. 6.

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English Learners Were Passing Basic English Proficiency Assessments but not more Advanced English Language Arts Assessments (2005)

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English Learners Were Passing Basic English Proficiency Assessments but not more Advanced English Language Arts Assessments (2005)

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Data here from 2005 show that the majority of high school students were able to pass an English proficiency test, the California English Language Development Test (CELDT), but hardly any were able to pass the California English-Language Arts standard test. The data suggest that although many 10th graders showed that they were proficient at English, the instruction given was not adequate enough to pass the ELA assessment because the level of English is more sophisticated and requires more familiarity with literature in English. This marks an important distinction between English Language Development and English Language-Arts and needs to be considered for educational policy makers. (Gandara & Rumberger, 2009, p.758).

Gandara, P., & Rumberger, R. W. (2009).
Immigration, Language, and Education:  How Does Language Policy   Structure Opportunity? Teachers College Record, 11(3), 750-782.

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Important Individual: George W. Bush Jr. 

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Important Individual: George W. Bush Jr. 

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President of the United States during 2001-2009