ERIC Number: ED491994
Record Type: Non-Journal
Publication Date: 2006
All Children Can Learn...To Speak English
Salinas, Roselia A.
Online Submission, National Forum of Educational Administration and Supervision Journal v23 n2 2006-2007
The No Child Left Behind (NCLB) mandate has pushed the debate on how to educate the limited English proficient child to the forefront. Thus, criticism abounds in several states surrounding the effectiveness of bilingual education programs in our nation's public schools. The opponents state that bilingual education is not working; it is an expensive funding pursuit for school districts; and that school children who receive such services are not performing any better academically than their peers who receive their instruction in English. On the other hand, the proponents of bilingual education claim that non-English speaking children must receive their academic instruction in their dominant language as second language acquisition learners. They need to acquire the language first before learning can result. Opponents further report that bilingual education program effectiveness in our schools is greatly misunderstood, and the increase of anti-immigrant sentiment and resentment toward special treatment for minority groups in our country has impacted the support of the English Only movement. This article takes a look at the historical background of bilingual education and the impact of the English Only movement. In the article, the author reviews briefly both sides of the debate.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001