Paper Summary:

In this article, the writer first enumerates the most essential linguistic human rights (LHR) that the Spanish-speaking community in the US should have. The writer then discusses this issue with relation to internal usage at the workplace. The latter half of the paper puts the spotlight on bilingual education in the US schooling system as a contested LHR arena, particularly in Latino dominated territories. In this regard, the writer refers to Cummin's common underlying proficiency hypothesis as a first step in dispelling fallacious notions concerning bilingual education and then briefly mentions several supplemental steps that can bolster and secure the institution of bilingual education.

Table of Contents:
Introduction
The Need for LHR in Various Societal Domains
Language Rights in the Workplace
The Workplace as an Arena for Language Acquisition
Linguistic Human Rights and Bilingual Education
Language Acquisition in Theory: Cummin's CUP Hypothesis
A Multi-Tiered Approach in Empowering Bilingual Education
Conclusion

From the Paper:

"In addition to the aforementioned, Del Valle contends that theorists and professionals in the field of bilingualism, in many cases, are not united in the fight for bilingual education. The California Proposition 227 had its genesis in certain Latino families who denounced bilingual education and withheld their children from going to school. This was, of course, seized upon by the media and blown out of proportion. Thus, efforts must be made to educate parents and foster stronger ties between language minority parents and experts in agitating for language rights. Another step in ameliorating the tension is the role of the bilingual educators themselves. Del Valle rightly points out that they hold the key to the success of bilingual education."

Sample of Sources Used:

• Alexander, N (2000). English Unassailable but Unattainable: The dilemmas of Language Policy in South African Education. PRAESA, Occasional Papers No.3, Cape Town.
• Cummins, J. (2000). Language, Power and Pedagogy. Multilingual Matters Ltd, Clevedon.
• Del Valle, S. (2003). Language Rights and the Law in the United States: Finding our Voices. Multilingual Matters Ltd, Clevedon.
• Holmarsdottir, H.B. (2006). Language alternation as a coping strategy among teachers in South African classrooms. In: Birgit Brock-Utne, Zubeida Desai and Martha Qorro (eds.). Focus on fresh data on the language of instruction debate in Tanzania and South Africa. Cape Town: African Minds.
• Makelela, L. (2005). We Speak Eleven Tongues: Reconstructing Multilingualism in South Africa. I Brock-Utne, B. & Hopson, R.K. (eds.) Languages of Instruction for African Emancipation. Cape Town CASAS,

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