This paper looks at the controversial topic of bilingual education in America.
Written in 2002; 1,588 words; 7 sources; MLA; $ 51.95
Paper Summary:
The writer argues that the "English Only" policy in the United States is not producing the expected goal of helping to integrate non-English speakers into the mainstream school system. In contrast, the Latino population is having difficulty learning in English-speaking schools when not given extra attention with the language. The paper concludes that the results should be carefully tested of these two types of integration policies to see which more greatly benefits the students.
From the Paper:
"In addition, test scores this year may mean less than either side believes on this issue because bilingual and "English Only" programs currently exist side by side. Proposition 227 ordered that children be "taught English as rapidly and effectively as possible" but also allowed exemptions for charter schools and waivers for patents who want to return their children to bilingual classes after an initial month of English immersion. Many Hispanic parents exercised those waivers. Next year, though, the district will begin gathering data on how well students do in all three kinds of classes--the bilingual hybrid program, the full English immersion for Spanish speakers, and the mainstream English-only classes for native-born English speakers--in an effort to develop classes based on actual evidence. The district plans to spend up to $250 million to build a "model curriculum" for all three programs (Gorman, 1999, 258)."
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