Border Education Vs Bilingual Education

The greatest concern of mandating “English only” schools in California for example is that 80 percent of the population of students is Latino. Miner further explains, “Good bilingual programs are about more than learning a language, it should be about respect for diversity and multiculturalism (Bilingual Education, 1999).”

Education in the New Latino Diaspora also discusses how language barriers can occur within the schools. Yolanda told me that she experienced language barriers here plenty of times. While her daughters have the advantage of being native English speakers, Yolanda does not. The reading states, “In some places, growth of the new Latino diaspora helps explain the proliferation of classroom trailers and the shortage of teachers, particularly those trained in TESOL (Teaching of English to Speakers of Other Languages)” (Hamann and Harklau, page 160)

Over the years, there has been an issue I Texas, but the main issue that has been going around is education in the public school’s system. In the pubic schools of Texas there are many problems that a student faces. The three main reasons are that some teachers don’t know how to speak English properly, some kids from private schools go to public schools, and finally there is no push from the teachers to help the students. These are the issues in which some students drop out or just do not try. In some schools in the state of Texas there are many types of teachers that could be from others countries or different background and that is ok, but if they don’t know to speak English properly then it ill be hard for the student to understand the teacher

Immigrants often are overlooked and mistreated because of their seemingly lower status. Many immigrants move to America to pursue better education or work options. Many of these immigrants bring families or meet people in America and start families here. These children have challenges of their own, moving to a new home, or the seemingly simple problem of the language barrier. Congress tried to overcome this challenge by passing the Bilingual Education Act (more commonly known as Title VII) in 1967, but it was met with strong debate. Aria: A Memoir of a Bilingual Childhood by Richard Rodriguez is a strong argument against bilingual education.

An impressive 16.2% of students in the Federal Way public school system self-identify as Hispanic (U.S. Census, 2013) [primary]. Of these students, 23.9% are foreign born (U.S. Census, 2013) [primary]. These students are often multilingual, switching to Spanish when home. In fact, 32.4 percent of students speak a different language at home (U.S. Census, 2013) [primary]. It should not come as a surprise that language is a major component of one’s culture. Most American schools place a heavy emphasis on

​The United States is a nation filled with a multitude of different cultures which come alongside with a variety of languages. These languages are what help society to communicate with one another and to expand their horizon of thinking. As the United States progresses so does the culture. The culture of the United States is no longer what it once was. A nation of a predominately Caucasian race, who only speaks one language, is now a thing of the past. The National Clearinghouse for English Language Acquisition (English Language Learners) states that from the 1997-1998 school year to the 2008-2009 school year, the number of English Language Learners in public schools increased from 3.5 million to 5.3 million which comes to be a 51 percent increase. They also reported that the overall student population grew to a 7.2 percent increase during this time. A huge generation of a multicultural society is rapidly growing and it is our responsibility as a nation to educate this new generation to its fullest potential. We as a nation can wither choose to ignore the reality of this new generation by forcing one language on students classified as English Language Learners, or we can choose to cultivate the knowledge of language so that this new generation may prosper in more ways than one. We do not want to become a society that promotes, as R.A. Berman summarizes in his statement from his article The Real

“The Fight for Bilingual Education in Houston: An Insider’s Perspective,” The Houston Review. Vol. 9, Number 1 (Fall 2011): 48-51

In the 1960s, Mexican Americans began organizing to address a broad range of issue of bilingual education. In New York, Puerto Ricans began to demand that schools offer Spanish-speaking children classes taught in their own language as well as programs on their culture. Latinos were demanding the right for school to teach students in their language because they feared abandoning Spanish would weaken their extinct culture. Additionally, women were excluded from education because it was believed that if women were well educated it would ruin their marriage prospects and be harmful to their mind. In this saying, Latinos were allowed to have education but it was the belive that a woman must stay home. Women with little education often believed that

ECEC is a daycare center which mainly services the children of UCI students and staff. I observed some of the children in my classroom were English Language Learners (ELL) children whose parents were international students at UCI. Many of the parents have a difficult time communicating with teachers because their English proficiency is limited. This communication issue made me question how children growing up in undocumented families with low levels of English proficiency develop literacy abilities. Many research articles show undocumented parents’ high anxiety and depression influence children’s literacy development because parents choose to stay off the public benefits because parents do not want to be caught. In result, having an undocumented parent arrested and removed from the United States can increase children’s anxiety and depression, which make children of undocumented parents face more challenges in literacy development. Observing the unequal educational opportunities in early childhood education drove me to seek answers for the following research questions: Whether and how undocumentation status influence children's literacy development? How can education policy makers ensure equal access to early childhood education opportunities? How can educators shrink the literacy gap between children whose parents are native

There are many aspects of the United States’ education system that many people would agree need change or in the minimal improvement. One topic under the education system that has had much controversy since it was first introduced is Bilingual Education. Bilingual Education is the teaching or practice programs of two languages to teach content ranging from kindergarten to high school. Bilingual Education programs vary in levels and languages. Some programs are designed to assimilate non-english speakers into the English language, others are meant develop knowledge of a completely different foreign language. Equally the goal proficiency of the language varies drastically. Some programs are meant to teach students the basic understandings of the language in oder to write and speak it adequately and others are meant to allow the student to reach a fluency level. One of the most popular type of program would be a Spanish and English program since Spanish is the second most spoken language in the United States. The most common type if bilingual program is intended to transition native Spanish speakers into the English language; this is way of helping kids assimilate into the American culture. However, the use of two languages established in the education system has been a controversial idea since first introduced. It receives differing support and has not been able to achieve a conclusive establishment in the public school system. The

Immigrants and language minority students like English learners are among the fastest growing populations in U.S. public schools. The Urban Institute finds that the share of children enrolled

The Acts have vastly improved bilingual education over the years. The current programs available to culturally and linguistically diverse (CLD) students are numerous and are found throughout the U.S. The fact that educating CLD students has historically been a hot button issue so much that it is part of the political arena. Bilingual education has become a controversial issue tied up with immigration policies, government funding, and political parties. Therefore, there have been great changes made overtime to how the program is administered, and what types of certifications the educators require. The State of Texas has issued a Texas Education Code that includes laws and codes passed by the state legislature. These include adaptations for special learning populations of English language learners. The state mandated these policies found in the Texas Administrative Code, Chapter 89 was enacted to ensure that every student in the state of Texas that is classified as culturally and linguistically diverse (CLD) will be a part of programs that provide native and second language instruction. Policies and laws such as these were not available to protect culturally and linguistically diverse student populations in the past. Krashen states, the “sink or swim” technique was not a successful teaching practice with immigrants and American Indians; this caused low academic achievement and increased dropout rates.” The more recent policies are based on studies that while students learn the

In the history of the United States, we have always embraced the remarkable mix of cultures and languages that come to us from all over the world. One area in which this remains true is education. Bilingual education finds its roots as early as the 17th century, when the first English settlement of Virginia was established, and Polish settlers arrived (Goldenberg, Wagner). “From its colonial beginnings, bilingual education in the United States has existed in one form or another to the present day, with a brief interruption during and right after World War I in the wake of virulent anti-German sentiment and a more general nativist opposition to the use of non-English languages” (Goldenberg, Wagner). The persistence of this method of learning is quite telling as to its effects; if they were not beneficial, the method would no

Bilingual education policies in the Unites States have been influenced by many factors. These factors range from the different attitudes towards languages in general and the controversy that bilingual education creates among interested parties, to the relation between state and federal level language policies. All of these factors together, along with a number of historical events, have contributed, in one way or another, in shaping the country’s policies of teaching language-minority students (Crawford, 2004; Johnson & Johnson, 2015; Ruiz, 1988).

Articles VIII and IX of the treaty were written to promise the protection of the property and civil rights of Mexican Americans. “Mexicans who,… shall be incorporated into the Union of the United States, and be admitted at the proper time to the enjoyment of all the rights of citizens of the United States,…and in the meantime shall be maintained and protected in the free enjoyment of their liberty and property, and secured in the free exercise of their religion without restriction.” (Article IX, Treaty of Guadalupe Hidalgo). This promise and guarantee within the treaty proved to be false and unfulfilled. Mexicans were not provided with the funding for the same schooling facilities that white students were privileged with nor were they provided with the same quality of education. “These separate schools were unequal in many respects to those provided for Anglo children. In relation to Anglo schools, Mexican schools were older, their school equipment was generally less adequate, per pupil expenditures were generally lower, and the staff were less appropriately trained, qualified, and experienced.” (Miguel 365). School segregation and lack luster schooling for Mexicans became the norm and have not changed over time. Mexican American elementary and secondary (MAES) student’s reports on ethnic isolation confirm that inequality persists today. The