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At the beginning of the 20th century, there was an influx of Italian and Jewish immigrants in America, but English only learning was not enforced. But at the turn of the 20th century, it changed. The amount of immigrants coming into America rose causing people to fear foreigners and what they brought into the country. Calls for assimilation and demands for English only learning were enforced. The Naturalization Act of 1906, came into law under Theodore Roosevelt stating that naturalization could only be done in courts having a seal and a clerk, and "That no alien shall hereafter be naturalized or admitted as a citizen of the United States who can not speak the English language: Provided, that this requirement shall not apply to aliens who are physically unable to comply therewith, if they are otherwise qualified to become citizens of the United States."

Another early influence of bi-lingual education in the early 20th century was that after World War I, there were anti- German feelings that were spreading across America. Because of this, many Germans were forced to stop speaking their native tongue and were only allowed to speak English. In 1923, however, the Meyers vs. Nebraska,  case was brought to the US Supreme Court saying that the law passed in Nebraska, where people were not allowed to speak German, was unconstitutional. Meyer was a German in a Lutheran school who was caught teaching children in German after school hours. The court declared this unconstitutional and stated that the teachers in Nebraska were allowed to teach German and the parents had the right to teach their child how they see fit.

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As a response to the space race with the Soviets, the National Defense Education Act (NDEA) was passed alongside the launch of the Sputnik. Before this, Americans had felt safe because of their "technological superiority." With the launce of the Sputnik, however, America felt like it was falling behind the Russians with their education and political opportunities. America rushed to provide better federal funding towards higher education. The law made funding available for low-cost student loans and aimed itself in the education of science, math, and foreign languages. America became more open to teaching foreign languages in school and slightly more accepting to languages other than English being spoken among ethnic groups in the US.

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In 1963, Coral Way Elementary School, in Miami, Florida, opened the first publicly funded dual language program ever in the United States. Students were taught in two languages and tried to maintain an equal balance of 50% English and 50% Spanish. In the morning, students were taught in their native language of Spanish, and in the afternoon they switched over to English. The school found that most of their students were academically successful and showed great progress on standardized tests. The success of this school paved the way for the Bilingual Education Act of 1968.

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In the San Francisco Unified School District, nearly 2,900 students of Chinese ancestry were struggling to learn in school because they were not properly provided with classes in English. If they were provided with English classes, they were just thrown in and expected to learn from full immersion. A law suit was filed stating that it was against their 14th Amendment rights and they were experiencing discrimination because of their race. The Lau vs. Nichols case argued that their education should be on equal terms as their peers and just because they were in the school system did not mean that they were receiving equal treatment. The SFUSD was held in violation and federal funds were released to provide non-English speaking students with English language lessons so they could get an equal education.

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Amongst long going arguments over how far bilingual education should go, and what money should be allotted to bi-lingual programs, the Proposition 58 bill was approved in November 2016. This bill repealed the 1998 Proposition 227, which required that English language learners only be taught in English immersion classrooms. This new law allowed ELL students to be taught in other programs besides English immersion only classes, giving flexibility to schools, students, and parents. Districts also need to ask for input from parents and the community when creating a new language program, and include boards and committees to help serve the needs of the students.