Bilingual Education Act 1970

• In 2001, No Child Left Behind replaced the Bilingual Education Act. This new bill was focused primarily on English Language Learners and brought about drastic change in both bilingual education and bilingualism

Proposition 58 would undo almost 20 years of regulations limiting bilingual education. It repeals the English-only immersion requirements, along with the waiver provisions of the 1998 Proposition 227. Currently, under Proposition 227, all education is conducted exclusively in English, with a few exceptions. These exceptions include voluntary education programs, such as dual emersion classes, where students concurrently learn English and a second language. In effect, this proposition would bring back programs where students, that are not fully fluent in English, have education in both English and their native language. I understand the educational value of bilingual classrooms; however, I am concerned that it would cause segregation and significant disadvantages for students.

Four federal laws that influence current approaches to ELL instruction are: The Title VI of the Civil Rights Act of 1964, Equal Educational Opportunity Act of 1974, Section 504 of the Rehabilitation Act of 1973, and the Title III of the No Child Left Behind Act. These laws are described

It is no secret that the debate over what is the best course of action to educate our non-native English language students across the country is a highly charged topic that runs from the classroom to Capitol Hill. There have been many shifts in direction and focus of educational programs for English Language Learning (ELL) students during the past century in our nation's history. In 1968, with the passage of the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) legislation was

Bilingual Education where Supporters feel that students miss a great deal by not being taught in their family’s language. That children that retain their family’s language will retain a sense of individuality. Their ethnic heritage & cultural ties. Helping Students acquire the skills of a classroom crucial for public success. Rodriguez also discusses the use of teaching and using a single language.

The purpose of this paper is to examine how the Federal Bilingual Education Act of 1968, ended the War on Poverty. Bilingual education is the use of more than one language to deliver curriculum content. The bilingual education system is designed for students to become proficient in English, and also encourage students to become bi-cultural; and function in two, or more linguistic and cultural groups. The policy expressed U.S commitment to the needs of the growing number of children in the public schools, whose first language was not English. In 1968, the government passed the Bilingual Education Act, which required language minority students to be taught in both their native language and English. I myself had to undergo English as a

about the passing of the Title IX of the Higher Education Act in 1972 (ibid., 320).

In the article, Speak Spanish, You’re in America!: El Huracan over language and Culture, Juan Gonzalez, a journalist and broadcaster of the daily show, Democracy Now, describes how bilingualism has impacted the United States’ modern education system. He describes an amendment that would constitute English as the official in the United States, which he believes can be a potential threat to the educational system. Gonzalez suggests that instead of having an amendment that constitutes English as the national language, American schools should implement Spanish to highlight the importance of being bilingualism in the American educational system. A constitutional amendment declaring English as the national language would be damaging to bilingual students because it would limit their capability of communicating in English or their native language, and therefore they have would fall behind in classes and will not succeed in the American educational system. To highlight the importance of bilingualism, even more the educational system should implement a variety of languages.

School principals will find in the following lawsuits the legal framework to provide educational services to ELLs in public schools. Baker (1997) points out that a landmark case in favor of bilingual education in the United States was a lawsuit in 1970. The case was a class-action suit brought by the parents of nearly 3000 Chinese students against the San Francisco School District (Lyons, 1990). This case originated that in 1974 the Unites States Supreme Court handed down its only substantive decision regarding the responsibilities of school districts serving ELLs (Lyons, 1990). The court indicated that under Title VI of the Civil Rights Act, the Chinese students were entitled to receive specific support to allow them full participation in the school program (Crawford, 1989). This case was known as Lau v. Nichols and its verdict outlawed English submersion programs for language minority students, and resulted in nationwide ‘Lau Remedies’ (Baker, 1997). Lyons (1990) writes that the ‘Lau Remedies’ specified how to identify and evaluate language minority students, determine appropriate instruction, decide when ELLs were ready for mainstream, and determine the professional standards expected of teachers serving language minority students. Under the Lau Remedies school districts were encouraged to provide

I completely agree with you that the Bilingual Education Act of 1968 is a great program that provides assistance to students with limited English speaking ability. With this bill, many immigrant students have the same opportunity to learn in a new language. As you stated above, the Brown vs Board of Education Act of 1954 is one of the most important against the segregation in public school. However, we can say that more need to be done to resolve the problem of racial and segregation in this country.The supreme court had to order and reinforce the segregation ruling over and over in making sure that every student has access to an equal education regardless the color of their

In the 1970’s bilingual education in Texas was just beginning to emerge. The topic was contentious, towards the end of the 1970’s however we see a shift in the topic, not advocating for bilingual education as it had at first, but looking at the results of bilingual education and the ways in which it could be improved. I will be analyzing the ways in which bilingual education was approached in this decade, focusing heavily on Texas but occasionally looking at the Southwest. Texas has always set the pattern for the rest of the country in terms of academics, by looking at the emergence of the bilingual education movement it will aid in the understanding of where bilingual education is today. The fight for equal education went through various iterations:

The learning environment that ELL students have in the classroom has been impacted by the history of laws and bills passed by the board of education. Many school districts all over the United States are experiencing an increase in the enrollment of students who cannot speak, read, or write English in order to fully participate in their education. Numerous pieces in history took action in order to prevent these learners from risking their loss of opportunities. The Civil Rights Act of 1964 prevents discrimination based on a person’s race, color, or nationality. In Lau v. Nichols of 1974, the Supreme Court stated that school districts have to take steps in order to help ELL students conquer language barriers and to enable them to participate fully in the districts’ educational programs. The case of Plyler vs. Doe 1982 stated that no school or school district may have the ability to forbid immigrant children the access to public education. No Child Left Behind (2001): Accountability, AYP, and standardized tests for ELLs. The 1990 legal document is a “force that outlines the identification, services, and compliance of school districts to ensure equal and comprehensible instruction to ELLs.” The document was signed on August 14, 1990 into the District Court. This act was the result of a class action complaint filed on behalf of eight minority rights advocacy groups in Florida. They claimed that The State Board of Education had not complied with its obligations under federal and

In 1945, a California LULAC Council victoriously sued to merge the Orange County School System, which had been isolated in light of the fact that Mexican youngsters were inadequately dressed and mentally sub-par compared to white kids (Takaki, 378). In 1954, LULAC brought another historical case, Hernandez versus the State of Texas, to challenge the fact that a Mexican American had never been called to jury duty in Texas (Class Lecture, 11/30). The Supreme Court administered this as illegal. In the twentieth century, starting with the 1952 Hernandez v. Texas suit, the case started to turn gradually and unyieldingly (“A Class Apart”). That case prompted the first case contended in the United States Supreme Court by Mexican American lawyers.

I think that the decision in the case resulted in equal and quality education for students learning English because it provided a better quality instruction to satisfy the needs of ELL students. The State of Arizona fails to meet the decision in Lau for the reason that Bilingual instruction is not allowed in schools.

These cases helped to shape multicultural education during the 70’s. In 1974, the Lau vs. Nichols case was brought about by Chinese students in California who claimed that they were not achieving in school because of their limited proficiency in the English Language. The students argued that not enough was being done in school to help overcome this challenge and felt it was because of their culture. The judge ruled in favor of the students and the case established the right of language minority students to educational accommodations. This verdict helped to make way for the 1979 case of Martin Luther King Elementary School vs. Ann Arbor School District. The suit was brought about by Black students who believed that the district did not seriously take their speaking of non-standard English seriously and this inadvertently caused them to obtain low reading scores. The judge ruled that the school district was responsible for identifying Black English speakers in the schools and must use that knowledge in teaching such students how to read Standard English. One key case that helped to prove the change that multicultural education had in the classroom was the 1970 case of Diana V. California State Board of Education. Mexican students felt that the school system did not take into account their Mexican culture and language into testing. The judge ruled in their favor and when the students were tested in their native language the