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In the turn of 20th century, Italia and Jewish immigrants were frequently admitted in English -medium mainstream schools. During the first two decades of the 20th century, there was a shift in outlook to bilingualism and bilingual education happened in the United States. The following factors draw a connection to this change and restriction of bilingualism:

1) There was a extremely increase in number of immigrants around this time, this led to the rise to fear of new foreigners and a cry out for the integration, harmonization, and assimilation of immigrants.

2) In 1919, a resolution was adopted by the Americanization Department of the United States Bureau of Education, recommending that all educational institutions conduct their education in the English language.

3) In 1917, during World War 1 , "Anti-German feelings in the United States spread, with consequent extra pressure for English monolingualism and an assimilationist policy achieved through monolingual education (Wiley, 1998, as cited in Baker & Wright, 2021,p.183). During this time, there was increase in linguistic intolerance. In schools, culture and exclusion of languages other than English.

This time period is important in Bilingual education because it gives us a better understanding of how language and culture has been used to connect or divide communities. As future ENL educators, it is crucial to have this historical knowledge because it gives us a broader perspective. We can ensure we value our students' culture and language into our classrooms.

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Italian and jewish immigrants in early century

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1968 Bilingual Education Act (BEA- Title VII)

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1968 Bilingual Education Act (BEA- Title VII)

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Initiated by Senator Ralph Yarborough , the Bilingual Educational Act was established to expand the education quality for students including bilingual students by supplying funds for creative educational initiatives. This legislation was originally created to help the Spanish speaking students who were failing in the school system but eventually applied to all students whom English is not their native language. Nevertheless, it undermined the English-only laws, that continues to be enforced in a lot of states (Baker & Wright, 2021,p.185).

This is important in Bilingual Education because it was the first official recognition by U.S government that provided educational resources necessary to support bilingual students. This act served as a response to challenges faced by non English speakers. It was progress made in the acceptance of bilingualism and gave opportunities for students to be creative learners.

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In 1974, the case Lau v. Nicholas was introduced by San Francisco School District abandoned the rights of Chinese-speaking students by not contributing support for learning English. "The case concerned whether or not non-English speaking students received equal educational opportunities when instructed in a language they could not understand" (Wiley, 2013, as cited in Baker & Wright, 2021, p.185).

This case is significant in the context of Bilingual Education because it emphasized the educational experience for non English speaker students to learn English with the support they need. The U.S. Supreme Court ruled, " There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who did not understand English are effectively foreclosed from any meaningful education" (Baker & Wright, 2021, p.185). This decision led a pathway for Bilingual students by giving them the right and opportunities to learn English in public schools nationwide.

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The No Child Left Behind Act (NCLB), aimed to improve educational outcomes, by emphasizing on standardized testing and accountability. The NCLB required to test ELL students annually and their performance determined a key part of the school accountability. The law pushed for English immersion programs over bilingual education, to promote the integration of English-only instruction. Even though bilingual programs still qualified for funds but with the impact of testing and penalties it was reduced.

The NCLB essentially reformed bilingual education by mandating schools to prioritize on English proficiency at the cost of preserving students' native language. The ESSA has replaced NCLB giving more flexibility and better way to measure students' learning outcomes.

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This act passed in 2015, brought an ending to NCLB, and it recognizes the failures that NCLB caused. The ESSA still includes annual language arts and mathematic testing in grades 3-8 and high school. But ESSA also provides inclusions in testing and accountable programs. It allows the state the responsibility how schools will measure student achievement. It also end the requirement that schools had to show test results or they would be penalized for not. While enforcing the quality of education for all students there is more inclusion with this act.

In bilingual education, the Every Student Succeed Act is a significant turning point because it fosters more flexibility and differentiation when it comes to meeting the needs of students. ESSA promotes to develop a more just education system that gives English Language Learners (ELLs) more opportunity to thrive and embrace their unique culture.