This document discusses the history of language policy and planning in the United States. It begins by defining key concepts like language planning and policy. It then outlines different types of language planning such as corpus, status, and acquisition planning. The document analyzes the changing status and role of English in the US over time, from the colonial period to present day. It examines major policies and court cases that have shaped bilingual education. Controversies around the English-Only and bilingual education movements are also summarized.
This document summarizes the legal history of dual language instruction in the US. It discusses key events and cases that expanded education rights for non-native English speakers, including the Civil Rights Movement, Brown v. Board of Education, the Bilingual Education Act of 1968, Lau v. Nichols in 1974, and the No Child Left Behind Act of 2001. Overall, it traces how policy has shifted from supporting bilingual programs to a greater English-only focus under NCLB.
This document discusses theories and methods of bilingual education. It provides a brief history of bilingual education in the US and outlines some of the important legal cases and legislation that have shaped the field. These include the Bilingual Education Act of 1968, Lau v. Nichols in 1974, Castaneda v. Pickard in 1981, and No Child Left Behind in 2001. The document also discusses issues involving bilingual and ELD students, such as placement, retention, and culturally-based teacher expectations. Finally, it outlines several organizational models of bilingual instruction that are used in US schools.
This document discusses the history and evolution of legislation supporting English Language Learners (ELL) in the United States. It outlines major laws like the Bilingual Education Act of 1968, Lau v. Nichols Supreme Court decision, and Equal Opportunity Act of 1974 that established rights for ELL students to receive language support services. More recent legislation like Every Student Succeeds Act continues advocating for the education and success of ELLs. The presentation concludes by discussing the ongoing impact of this legislation in schools through teacher training, use of student data, and preserving student culture.
English Language Learners (ELLs) are a highly diverse group of students who are the fastest growing segment of the student population in the U.S. ELLs make up a heterogeneous group with varying levels of English proficiency, cultural backgrounds, and academic needs. While some states like California, Texas, New York, Florida and Illinois have seen large increases in their ELL populations, ELL students are increasingly present in all 50 states. There is no single approach that can adequately meet the diverse educational needs of ELL students.
This document discusses the impact of bilingualism on Puerto Ricans in the 21st century. It defines bilingualism and outlines the history of bilingual education programs in the US and Puerto Rico. Research shows benefits of bilingualism like improved cognitive functions but also that sociopolitics heavily influence language policies. The types of bilingual programs are described. Characteristics of effective 21st century programs include dual language instruction, teaching both languages, and incorporating technology.
Two-Way Billingual Immersion Programs Create...Katy Allen
Two-way bilingual immersion programs have been shown to create higher-achieving and more confident students compared to other programs. Academically, TWBI students receive higher grades due to learning two languages and being exposed to different cultures. Research also shows that 87-93% of past TWBI students stated they would not drop out of school. TWBI programs start in kindergarten and go through 8th grade to ensure students have sufficient time to become fully bilingual and continue language studies in high school. There are two models, 90:10 and 50:50, with research showing 90:10 students tend to score higher and be more fully bilingual.
This document discusses strategies and considerations for teaching English language learners (ELLs). It emphasizes viewing ELLs as assets and combating deficit perspectives. Teachers should value students' home languages and cultures. Effective strategies include using small groups, hands-on materials, word walls, displaying student work, modeling language, and assessments to guide instruction. Digital tools like Epic, Newsela and Google Translate can help facilitate learning. Teachers' positive attitudes are crucial to student achievement. Home languages should not be seen as inferior to English.
This document summarizes the legal history of dual language instruction in the US. It discusses key events and cases that expanded education rights for non-native English speakers, including the Civil Rights Movement, Brown v. Board of Education, the Bilingual Education Act of 1968, Lau v. Nichols in 1974, and the No Child Left Behind Act of 2001. Overall, it traces how policy has shifted from supporting bilingual programs to a greater English-only focus under NCLB.
This document discusses theories and methods of bilingual education. It provides a brief history of bilingual education in the US and outlines some of the important legal cases and legislation that have shaped the field. These include the Bilingual Education Act of 1968, Lau v. Nichols in 1974, Castaneda v. Pickard in 1981, and No Child Left Behind in 2001. The document also discusses issues involving bilingual and ELD students, such as placement, retention, and culturally-based teacher expectations. Finally, it outlines several organizational models of bilingual instruction that are used in US schools.
This document discusses the history and evolution of legislation supporting English Language Learners (ELL) in the United States. It outlines major laws like the Bilingual Education Act of 1968, Lau v. Nichols Supreme Court decision, and Equal Opportunity Act of 1974 that established rights for ELL students to receive language support services. More recent legislation like Every Student Succeeds Act continues advocating for the education and success of ELLs. The presentation concludes by discussing the ongoing impact of this legislation in schools through teacher training, use of student data, and preserving student culture.
English Language Learners (ELLs) are a highly diverse group of students who are the fastest growing segment of the student population in the U.S. ELLs make up a heterogeneous group with varying levels of English proficiency, cultural backgrounds, and academic needs. While some states like California, Texas, New York, Florida and Illinois have seen large increases in their ELL populations, ELL students are increasingly present in all 50 states. There is no single approach that can adequately meet the diverse educational needs of ELL students.
This document discusses the impact of bilingualism on Puerto Ricans in the 21st century. It defines bilingualism and outlines the history of bilingual education programs in the US and Puerto Rico. Research shows benefits of bilingualism like improved cognitive functions but also that sociopolitics heavily influence language policies. The types of bilingual programs are described. Characteristics of effective 21st century programs include dual language instruction, teaching both languages, and incorporating technology.
Two-Way Billingual Immersion Programs Create...Katy Allen
Two-way bilingual immersion programs have been shown to create higher-achieving and more confident students compared to other programs. Academically, TWBI students receive higher grades due to learning two languages and being exposed to different cultures. Research also shows that 87-93% of past TWBI students stated they would not drop out of school. TWBI programs start in kindergarten and go through 8th grade to ensure students have sufficient time to become fully bilingual and continue language studies in high school. There are two models, 90:10 and 50:50, with research showing 90:10 students tend to score higher and be more fully bilingual.
This document discusses strategies and considerations for teaching English language learners (ELLs). It emphasizes viewing ELLs as assets and combating deficit perspectives. Teachers should value students' home languages and cultures. Effective strategies include using small groups, hands-on materials, word walls, displaying student work, modeling language, and assessments to guide instruction. Digital tools like Epic, Newsela and Google Translate can help facilitate learning. Teachers' positive attitudes are crucial to student achievement. Home languages should not be seen as inferior to English.
Bilingual education programs use students' native language to help them learn English and subject content, with the goal of transitioning students to instruction fully in English within 3-4 years. Different bilingual models include transitional bilingual education, two-way immersion, and developmental/late-exit programs. Research shows strong development in the native language facilitates learning English and academic skills in both languages.
US schools have traditionally promoted English but also attempted to advance bilingualism through foreign language programs and bilingual education. Foreign language programs teach languages as subjects but rarely produce bilingual students due to late starts and little required study. Bilingual education programs use a non-English language for instruction, but often hold English learners to unrealistic English standards and ignore students' full multilingual competence. Both programs are increasingly criticized for not considering the multilingual global context and view of students.
This document discusses bilingual education and bilingualism. It provides background on topics like the bilingual child, the USA, and California. California has a highly diverse population, with over 25% of children speaking a language other than English, most commonly Spanish. The document also outlines some of California's policies around bilingual education over time. It discusses two bilingual education models and provides examples of two schools implementing these models: San Fernando Elementary and Joseph Gascon Elementary. Both schools saw progress in students' English language learning through solid, consistent instruction in their bilingual programs.
Florida Seal of Biliteracy Policy ProposalMatthew Barbee
The document discusses encouraging biliteracy in Florida's schools. It notes that while Florida has policies supporting bilingual education through programs like bilingual immersion, there are still deficiencies including inadequate access to programs and teacher training. Research shows benefits of biliteracy like increased cognitive development and advantages in the global job market. The document proposes a Seal of Biliteracy policy to recognize students who demonstrate proficiency in English and at least one other language.
Maintenance Bilingual Education For Heritage Language...Alison Hall
This document summarizes a dual immersion program for Hispanic children from kindergarten through 8th grade at Barbour Dual-Language Immersion Academy. The program provides more Spanish instruction in lower grades, incorporating more English each year, with classrooms split evenly between English and Spanish speakers. The author is continuing observations of a second grade teacher, Heather Cyrus, who is ahead of her peers in evolving her classroom for 21st century education. Her philosophy is that learning is ever-changing and the learner is most important.
Provides a brief overview of the historical and legal perspectives on bilingual education in the United States. Also includes challenges, students and teachers face as well as possible supports teachers can use when working with English Language Learners (ELLs).
This document summarizes the history and evolution of bilingual education in the United States, legal issues surrounding bilingual education, organizational models used in schools, and issues involving teaching English language learners. It traces bilingual education from the 17th century to modern times, outlines key court cases and legislation, and discusses challenges like underachievement among minority groups and appropriate placement of ELL students.
The document discusses factors that have impacted foreign language education programs and considerations for starting an elementary school Chinese language program. It covers the history of Chinese language schools and immersion programs. National standards and initiatives that promoted language learning are outlined. Research on benefits of early language learning is presented. The document examines program models and discusses elements critical for success, including adequate time and intensity of instruction, continuity, and teacher effectiveness. It also provides perspectives from an example Chinese immersion program.
Evaluating the Northern Territory Bilingual Education ProgramNinti_One
The document discusses the evaluation of the Northern Territory Bilingual Education Program, which ran from 1974 to 2008 in 23 remote Aboriginal schools. It was established to provide primary education to Indigenous students in their first languages, as recommended by a 1974 federal government report. The program aimed to involve communities, teach English and maths while using first languages and multilingual pedagogies, and develop culturally responsive curriculum. However, it received ambiguous support from the NT education department. The presentation evaluates the program against its goals using available academic and testing data, while acknowledging limitations in the data and questioning the relevance of some standardized tests. It also discusses how the program met its criteria through practices like team teaching, training Aboriginal teachers, creating bilingual resources
This document provides an overview of the Kindergarten to Grade 6 Hebrew Language Arts curriculum framework for Manitoba. It outlines seven general learning outcomes that form the basis of the curriculum. The framework takes a spiral approach to language learning, with concepts revisited at increasing levels of complexity each year. It emphasizes using Hebrew in meaningful, authentic contexts to develop language proficiency in listening, speaking, reading, writing, viewing and representing. Culture is taught through an exploration of Hebrew traditions and an appreciation of diversity.
Bilingual education refers to educational approaches that use two languages for classroom instruction. The goals of bilingual education include teaching English, fostering academic achievement, preserving cultural heritage, and enabling students to learn a second language. There are two main patterns of bilingual language development - simultaneous bilingualism, where a child learns two languages at once, and sequential bilingualism, where a child learns a second language after establishing proficiency in their first language. Common types of bilingual education programs in the US include transitional bilingual education, where some academic classes are initially taught in a student's native language to support English acquisition.
English Learners in 21st-Century Classrooms and Language Acquisition TheoriesMika Ella Perez
This is the PowerPoint presentation of my aforementioned topics in the subject LED 204: Teaching reading, Literary Appreciation, and Writing in Bilingual Context. The reference will be provided on the next update.
Pidgins and creoles as resources in the classroomNawan Rz
This document discusses pidgins and creoles and their potential use as classroom resources. It outlines the origins and development of pidgins and creoles, which emerge when multilingual groups need to communicate. Theoretical frameworks for analyzing pidgins and creoles are presented. The structure of an English creole spoken in South Carolina is described. Arguments are made that teachers should understand students' native languages and cultures in order to develop effective teaching methods, and that pidgins and creoles could be used as languages of instruction to aid early education.
This document provides an overview of language planning and policies. It defines key terms like language planning, language policy, status planning, and corpus planning. It also describes four typical ideologies that motivate language planning: linguistic assimilation, linguistic pluralism, vernacularization, and internationalism. Finally, it outlines the four main stages of the language planning process: selection, codification, implementation, and elaboration.
Educational system of America outlines the structure of education in the United States. It is provided through public, private, and home schools. Private schools have more autonomy over their curriculum and staffing, though some state regulations apply. The US spends more per student on education than any other country, though its performance on international assessments is middling. Education is divided into distinct stages, with most children entering public school around age 5 or 6 to progress through grades. Some schools teach in languages other than English, such as Spanish in Puerto Rico and Cherokee in immersion programs.
Language Death: Coming to a Filipino Town Near YouFirth McEachern
This document summarizes language policies and planning efforts around the world, including in Spain, Wales, South Africa, and Singapore, and then discusses the concerning state of language planning and policies for Philippine languages. It notes the exclusion and lack of promotion of Philippine languages from media, business, government, and education. As a result, all major Philippine languages except the national language have declined as a percentage of the population since 1937. Many languages are predicted to become moribund within 30 years if changes are not made. The consequences discussed include languages being replaced as the primary language of communities and families, loss of vocabulary, and youth viewing their mother tongues negatively.
English as Gatekeeper
King, E. T., & Scott, L. M. (2014). English as gatekeeper: Linguistic capital and American schools. Journal for Multicultural Education, 8(4), 226-236. doi:10.1108/JME-06-2014-0026
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
More Related Content
Similar to 12-Ling-122-21---Language-Planning-and-Language-Policy.ppt
Bilingual education programs use students' native language to help them learn English and subject content, with the goal of transitioning students to instruction fully in English within 3-4 years. Different bilingual models include transitional bilingual education, two-way immersion, and developmental/late-exit programs. Research shows strong development in the native language facilitates learning English and academic skills in both languages.
US schools have traditionally promoted English but also attempted to advance bilingualism through foreign language programs and bilingual education. Foreign language programs teach languages as subjects but rarely produce bilingual students due to late starts and little required study. Bilingual education programs use a non-English language for instruction, but often hold English learners to unrealistic English standards and ignore students' full multilingual competence. Both programs are increasingly criticized for not considering the multilingual global context and view of students.
This document discusses bilingual education and bilingualism. It provides background on topics like the bilingual child, the USA, and California. California has a highly diverse population, with over 25% of children speaking a language other than English, most commonly Spanish. The document also outlines some of California's policies around bilingual education over time. It discusses two bilingual education models and provides examples of two schools implementing these models: San Fernando Elementary and Joseph Gascon Elementary. Both schools saw progress in students' English language learning through solid, consistent instruction in their bilingual programs.
Florida Seal of Biliteracy Policy ProposalMatthew Barbee
The document discusses encouraging biliteracy in Florida's schools. It notes that while Florida has policies supporting bilingual education through programs like bilingual immersion, there are still deficiencies including inadequate access to programs and teacher training. Research shows benefits of biliteracy like increased cognitive development and advantages in the global job market. The document proposes a Seal of Biliteracy policy to recognize students who demonstrate proficiency in English and at least one other language.
Maintenance Bilingual Education For Heritage Language...Alison Hall
This document summarizes a dual immersion program for Hispanic children from kindergarten through 8th grade at Barbour Dual-Language Immersion Academy. The program provides more Spanish instruction in lower grades, incorporating more English each year, with classrooms split evenly between English and Spanish speakers. The author is continuing observations of a second grade teacher, Heather Cyrus, who is ahead of her peers in evolving her classroom for 21st century education. Her philosophy is that learning is ever-changing and the learner is most important.
Provides a brief overview of the historical and legal perspectives on bilingual education in the United States. Also includes challenges, students and teachers face as well as possible supports teachers can use when working with English Language Learners (ELLs).
This document summarizes the history and evolution of bilingual education in the United States, legal issues surrounding bilingual education, organizational models used in schools, and issues involving teaching English language learners. It traces bilingual education from the 17th century to modern times, outlines key court cases and legislation, and discusses challenges like underachievement among minority groups and appropriate placement of ELL students.
The document discusses factors that have impacted foreign language education programs and considerations for starting an elementary school Chinese language program. It covers the history of Chinese language schools and immersion programs. National standards and initiatives that promoted language learning are outlined. Research on benefits of early language learning is presented. The document examines program models and discusses elements critical for success, including adequate time and intensity of instruction, continuity, and teacher effectiveness. It also provides perspectives from an example Chinese immersion program.
Evaluating the Northern Territory Bilingual Education ProgramNinti_One
The document discusses the evaluation of the Northern Territory Bilingual Education Program, which ran from 1974 to 2008 in 23 remote Aboriginal schools. It was established to provide primary education to Indigenous students in their first languages, as recommended by a 1974 federal government report. The program aimed to involve communities, teach English and maths while using first languages and multilingual pedagogies, and develop culturally responsive curriculum. However, it received ambiguous support from the NT education department. The presentation evaluates the program against its goals using available academic and testing data, while acknowledging limitations in the data and questioning the relevance of some standardized tests. It also discusses how the program met its criteria through practices like team teaching, training Aboriginal teachers, creating bilingual resources
This document provides an overview of the Kindergarten to Grade 6 Hebrew Language Arts curriculum framework for Manitoba. It outlines seven general learning outcomes that form the basis of the curriculum. The framework takes a spiral approach to language learning, with concepts revisited at increasing levels of complexity each year. It emphasizes using Hebrew in meaningful, authentic contexts to develop language proficiency in listening, speaking, reading, writing, viewing and representing. Culture is taught through an exploration of Hebrew traditions and an appreciation of diversity.
Bilingual education refers to educational approaches that use two languages for classroom instruction. The goals of bilingual education include teaching English, fostering academic achievement, preserving cultural heritage, and enabling students to learn a second language. There are two main patterns of bilingual language development - simultaneous bilingualism, where a child learns two languages at once, and sequential bilingualism, where a child learns a second language after establishing proficiency in their first language. Common types of bilingual education programs in the US include transitional bilingual education, where some academic classes are initially taught in a student's native language to support English acquisition.
English Learners in 21st-Century Classrooms and Language Acquisition TheoriesMika Ella Perez
This is the PowerPoint presentation of my aforementioned topics in the subject LED 204: Teaching reading, Literary Appreciation, and Writing in Bilingual Context. The reference will be provided on the next update.
Pidgins and creoles as resources in the classroomNawan Rz
This document discusses pidgins and creoles and their potential use as classroom resources. It outlines the origins and development of pidgins and creoles, which emerge when multilingual groups need to communicate. Theoretical frameworks for analyzing pidgins and creoles are presented. The structure of an English creole spoken in South Carolina is described. Arguments are made that teachers should understand students' native languages and cultures in order to develop effective teaching methods, and that pidgins and creoles could be used as languages of instruction to aid early education.
This document provides an overview of language planning and policies. It defines key terms like language planning, language policy, status planning, and corpus planning. It also describes four typical ideologies that motivate language planning: linguistic assimilation, linguistic pluralism, vernacularization, and internationalism. Finally, it outlines the four main stages of the language planning process: selection, codification, implementation, and elaboration.
Educational system of America outlines the structure of education in the United States. It is provided through public, private, and home schools. Private schools have more autonomy over their curriculum and staffing, though some state regulations apply. The US spends more per student on education than any other country, though its performance on international assessments is middling. Education is divided into distinct stages, with most children entering public school around age 5 or 6 to progress through grades. Some schools teach in languages other than English, such as Spanish in Puerto Rico and Cherokee in immersion programs.
Language Death: Coming to a Filipino Town Near YouFirth McEachern
This document summarizes language policies and planning efforts around the world, including in Spain, Wales, South Africa, and Singapore, and then discusses the concerning state of language planning and policies for Philippine languages. It notes the exclusion and lack of promotion of Philippine languages from media, business, government, and education. As a result, all major Philippine languages except the national language have declined as a percentage of the population since 1937. Many languages are predicted to become moribund within 30 years if changes are not made. The consequences discussed include languages being replaced as the primary language of communities and families, loss of vocabulary, and youth viewing their mother tongues negatively.
English as Gatekeeper
King, E. T., & Scott, L. M. (2014). English as gatekeeper: Linguistic capital and American schools. Journal for Multicultural Education, 8(4), 226-236. doi:10.1108/JME-06-2014-0026
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
1. Ling 122: English as a World
Language
Language
Planning &
Language Policy
Reading: Wiley
(Course Reader)
2. ‘English for the Children’ (Prop 227)
Debate
Be it resolved that immigrant parents
in the US should encourage their
children to learn the language of the
land as fast as possible, and parents
should speak English with them at
home.
3. Definitions
Language planning: deliberate efforts to
influence the behavior of others with
respect to the acquisition, structure, or
functional allocation of their language
codes
Language policy: official policies resulting
from language planning and imposed in a
deliberate attempt to influence language
behavior by means of official codes
4. Types of Language Planning
Corpus planning: activities such as
coining new terms, reforming spelling
and adopting a new script;
• the creation of new forms,
• the modification of old ones, or
• the selection from alternative forms in
a spoken or written code
5. Types of Language Planning
Status Planning: the recognition by a
national government of the importance
or position of one language in relation
to others.
• The allocation of languages or language
varieties to given functions
Medium of instruction
Official language
Vehicle of mass communication
Language of international communication
Etc.
6. Types of Language Planning
Acquisition Planning: planning
directed toward increasing the
number of users – speakers, writers,
listeners, readers – of a language
• Literacy education
• Second & foreign language education
efforts
7. Language Planning as Problem Solving
Overt & covert goals
Linguistic goals
• Promotion of mass literacy
• Elimination of sexist language
• Need for technical terms
Non-linguistic goals
• Consumer protection
• Scientific exchange
• National integration
• Political control
• Economic development
• Creation of new elites or preservation of old ones
• Pacification or cooption of minority groups
• Mass mobilization of national or political movements
8. Language Policy
& Planning in the U.S.
The founders of the U.S. chose not to
designate English as the official language
• Dominance of English was self-evident
• Respect for linguistic diversity & minority
rights
• Support for minorities who supported the
revolution
English has functioned as if it were the
official language
9. History of the Status of English in
the U.S.
British Colonial Period to 1789
• English dominant among European languages
• Other immigrant languages tolerated
differentially
• English-only practices & English illiteracy
statues imposed on slaves
• Native Americans viewed as separate &
subordinate nations
Missionaries attempted to promote English
1775 – Continental Congress allocated funds for
Indian education - pacification
10. History of the Status of English in
the U.S.
1789 – 1880
• Territorial expansion & annexation of
language-minority peoples
• Great tolerance for use of European
immigrant languages
• Compulsory illiteracy laws for African
Americans until 1865
• Pacification of Native Americans through
education
Some Native Americans (Cherokee) ran own
schools & achieved high levels of NL literacy &
biliteracy
11. History of the Status of English in
the U.S.
1880 – 1930s
• Height of US imperialism (Hawai’i, Philippines,
Puerto Rico)
• Attempts at language restriction
• Height of immigration through 1920s
• WWI: restrictions on use of German & other
European languages in schools
• Meyer v. Nebraska: SC ruled against an
English-only restriction on the use of foreign
languages in Nebraska schools, but affirmed the
state’s right to mandate that English be the
common & official language of instruction
12. History of the Status of English in
the U.S.
World War II – present
• Civil rights movement influenced language
policy – provisions made for other languages
in voting, education
• 1974 – Lau v. Nichols – Supreme Court
acknowledged that school had to provide
proactive means of education
Lau remedies
ESEA Title VII Bilingual Education Act
13. Bilingual Education Types
Transitional
• Purpose: to transition to an all-English curriculum
Maintenance
• Purpose: to maintain & develop the first language
Enrichment
• Purpose: to develop an appreciation for & fluency
in the heritage language
Two-way immersion
• Purpose: to develop 2nd language proficiency
among mainstream students & to maintain &
develop first language proficiency among minority
students
14. ESEA Title VII –
The Bilingual Education Act
Grants to school districts for
implementation of transitional bilingual
programs (basic grants)
Grants to IHEs for training teachers
Grants to materials development
centers to produce bilingual teaching
materials
Grants to Bilingual Education Service
Centers to provide technical assistance
15. Problems with ESEA Title VII
Conflicting goals
• Transitional v. maintenance
Inconsistent implementation
• In use of each language
• In qualification of teachers
Conflicting research results
Political issues
• Distribution of resources
• Notions of the role of government (local,
state, federal) in education
16. The English-Only Movement &
U.S. English
Since 1980s – reaction against linguistic
accommodations
• 1981: S.I. Hayakawa introduced
constitutional amendment to make English
the official language of the U.S.
• ‘U.S. English’ formed to raise funds to
promote English-Only amendments at both
state and national levels
17. The English-Plus Movement
Founded in 1987
To counteract the English-Only movement
Purpose: to preserve and promote linguistic &
cultural diversity
Other critics of English-Only
• TESOL
• LSA
• AAAL
• NEA
• Teachers Unions
18. Criticisms of English-Only
English-Only Movement & U.S. English
• Ignore the civil rights traditions in the US
• Fail to promote the integration of language-
minority children
• Neglect the need for American business to
communicate with foreign markets
• Restrict government’s ability to reach all
citizens
• Attempt to disenfranchise minority citizens
• Promote divisiveness and hostility toward
those whose 1st language is not English
19. California Propositions
1986: Proposition 63 declared English
as sole official language of California
Propsition 187 attempted to limit
benefits for undocumented immigrants
Proposition 209 sought to end
affirmative action programs for
underrepresented minorities
1998: ‘English for the Children’ (Prop
227)
20. ‘English for the Children’ (Prop 227)
Rationale
• English is the language of opportunity –
dominates science, business, technology
• Immigrant parents want their children to
learn English
• Schools have a moral obligation to teach
English
• For the previous two decades, CA school
have performed poorly in educating
immigrant children, - high drop-out rates
• Young children acquire 2nd languages easily
21. ‘English for the Children’ (Prop 227)
Since 227, several issues have posed
major challenges for schools & parents:
• It imposes English-Only instruction which is
normally 180 days of specially designed
instruction in English
• It doesn’t allow bilingual education, unless
language-minority parents request a waiver
from English-only instruction and request
bilingual education
But still no guarantee they will receive it
22. Some Current Language Policy
Issues in the U.S.
To what extent can / should room be made for
the existence of other languages?
How are language minorities advantaged or
disadvantaged by policies involving language
rights, accommodations, or restrictions?
What are the advantages / disadvantages of
intergenerational language shift to English?
How is the monolingual language majority
affected by these language policies?
What kinds of language policies would assist
the English-speaking majority?