Abstract
This paper describes the great benefits of the bi-lingual nature of the population of the United States today. The paper illustrates how historically American was a great immigrant melting pot with many languages from the colonial population's mother country. The author states that the United States is still the same immigrant nation, and that this quality of diversity and multi-cultural and multi-lingual society can only strengthen America. The paper states that the cultural paranoia of English as the only official language weakens the nation as a whole.

From the Paper
"Just as languages, other than English have at all times been a part of our history and culture, debate over founding a national language dates back to the country's initial stages. John Adams proposed to the Continental Congress in 1780 that an official academy be shaped to "purify, develop, and dictate usage of," English. His suggestion was discarded as unjust and a danger to personal freedom. However, limiting language laws have been passed from time to time since the late 19th century, generally in an answer to new waves of immigration. These laws, in tradition if not in purpose, have punished immigrants for their foreignness and violated their rights."

Tags:language, muli-cultural, john, adams, contential, congress, 1780, english, mother, country, tongue, nation, personal, freedom, immigration, rights

Abstract
The paper presents a history of bilingual and cross-cultural education in the U.S. and offers an exploration of why many groups oppose bilingual education in schools. The paper notes the advantages and disadvantages of bilingual education as it is practiced today. The paper asserts that until the underlying sense of the superiority of English fades, bilingual education will continue to be a problem without easy answers.

From the Paper
"The subject of bilingual education in the United States has always been a hotbed of controversy. For politicians, educators, parents, and students, language diversity in schools is a complex and troubling issue. A long-standing, underlying belief in the superiority of the dominant language--English--has resulted in an educational system that is structured on the underlying assumption of the inferiority of all other languages (Neito 2000). This perspective has contributed to the traditional opposition of bilingual learning in the United States' mainstream educational system."

Tags:assimilation, conformity, social, inequality, segregation, superiority

Abstract
This paper is a report on second language acquisition. It briefly describes how to learn about other cultures, provides information on specific cultures and how to update the teachers and mentors on bilingual teaching in a multicultural setting.

Abstract
This paper argues that English is the most likely of all languages to create a useful global lingua franca (language of trade); therefore, teaching English globally is only logical. The author contends that, because of the strong link between language and culture, the globalization of the English language threatens other languages and cultures with extinction; therefore the method of teaching English as a second or foreign language is important. The paper relates that young students, who are most at risk of becoming indoctrinated into speaking English as their dominant language rather than their native language, should be taught in a bi-lingual program which stresses the values of the native language and culture, while teaching English as a useful second global lingua franca.

Table of Contents
Language Dominance and English-as-a-Second Language Education
The Relationship between Culture and Language
Can Teaching EFL be a Threat to Local Ways of Life and Languages?
The Importance and Advantages of Learning to Use English
Balancing between Globalism and Local Culture

From the Paper
"There are several ways in which English is taught as a second language in other countries. Many nations include English education in primary schools. This is common not only in countries where English is a primary official or natural language, but also in countries that merely wish their educated youth to be able to communicate in English. Most European countries teach English as a second language to their young. Most people who learn English in school will not be likely to need EFL instruction later in life. Another form of English education involves teaching by non-native English teachers who instruct academically, much as one would learn a foreign language in America. These classes may be instructed both in English and the student''s native language and tend to focus more on aspects like appropriate grammar and spelling than on mere usage. EFL instruction, on the other hand, tends to be taught by native English speakers entirely in English."

Tags:native, bi-lingual, indians, adults, children

Abstract
This paper analyzes the results of Proposition 227 for English Learners (ELs), after several years of being in effect, to determine by reviewing the California Department of Education with American Institutes for Research (AIR) report and a study based on individuals from a foreign country who in the 1980s were taught English through a more standard bi-lingual classroom process. Next, the author reviews positively the ELs program of San Joaquin Valley's school districts, which recognizing the failure of Proposition 227, established the English Learner's Academy to ensure that ELs obtain "native-like" English skills while developing academic language necessary to access completely core content. The paper concludes that the goal of all school districts must not be measured in redesignation rates but rather by academic success. A figure is included in the paper.

Table of Contents:
Background and Definition
Demographics
Debate
Evaluating Proposition 227
Results
Meeting the Needs of California ELs.
The Bottom Line.
Evaluating Bi-Lingual Methods
The Bottom Line
Now What?
San Joaquin Valley Learner's Academy
Conclusion

From the Paper
"The originator of the Proposition 227 was Ron Unz. He claimed, prior to passage, that a five per cent reclassification/redesignation rate of ELs to fluent proficient English indicated that the current bilingual education was a failure. Critics, after the passage of 227, said that redesignation rates had not improved. They also claimed that the rates, prior to 227, were around seven per cent, not five per cent, and that they were increasing before 227. Secondly, they said that that rates after 227 passed were about eight per cent, further establishing the fact that there was no improvement in redesignation rates.
"It is a debate between English bi-lingual education and English immersion and which works best. Prop. 227 supports immersion; many educators, test results, and conclusions about the effectiveness of 227, support either bi-lingual or immersion--but neither one by any significant margin over the other.
"Unfortunately, this debate, like many others, has been dragged across emotional, political, and interest group borders to the point that the facts are difficult to discern. So, we will first analyze the results of Proposition 227 after it had been in effect for several years to attempt to determine accurate data as to its success or failure."

Tags:immersion, primary language, accountability, fluent english proficient status, core content

Abstract
This paper uses Merton's Strain Theory to help explain the homosexual perception of the sub-culture of bisexuals. The author explores theories of deviance and Merton's belief that deviance is related to social structure.

From the Paper
"Woody Allen once quipped that being bisexual doubles your chances for a date on Saturday night. Within the homosexual and heterosexual categories of sexuality exists another subgroup of sexuality bisexuality. Bi-sexuals enjoy sex with both partners."

Tags:homosexuality, heterosexuality, bisexuality, Merton, Strain Theory, deviance, norms, values

Abstract
This paper investigates the inherent problems that exist in families characterized by parents and stepparents of a biracial union or of a union that is characterized by diversity in terms of ethnic, cultural or religious differences. It also looks at diverse households headed by lesbian or gay parents. The paper analyzes the socio-cultural theories of Roland Tharp and the 'Spheres of Influence' as proposed in the work of Dr. Joyce Epstein.

Table of Contents:
Abstract
Objective
Introduction
Conceptual Framework
Literature Review
Intervention
Outcomes
Discussion
Conclusion

From the Paper
"It is clear that it is not possible to just 'ignore' the differences that exist in hopes that they become illusory or nonexistent because these differences are real and are dynamic in the lives of these children. What has been noted in this study to be of great importance is the active participation of the parents and stepparents in the daily activities and events that take place at school because as these parents integrate themselves more fully into the community they effectively place safezones into effect for their children and at the same time present a model for other parents and other children as to the appropriate behavior in the face of the differences that exist. It is not possible that these differences will merely go away but what is possible is that the community at large will become used to the differences thereby enabling the children to fully participate in the school and community events without having a brand upon them due to these differences in racial or culture."

Tags:diversity, parenting, integration

Abstract
This paper discusses the benefits of teaching infants a foreign language. It begins by discussing the prevalence of bi or tri-lingualism in the world. It then discusses if it is beneficial to know a foreign language. The paper goes on to discuss the advantages of specifically learning the foreign language while still young, particularly focusing on the cognitive effects on the brain.

Table of Contents:
Introduction
Knowing a Foreign Language
Advantages Knowing a Foreign Language
Learning a Foreign Language While Young
Cognitive Effects to the Brain
Conclusion

From the Paper
"Teaching an infant with a foreign language may be a hard task. This entails perseverance and strong commitment from the teacher (or the parent). This will also require full understanding, not only of the language itself, but also of the needs of the infant. But this task is beneficial and will prove to be very useful as the infant grown old.
However, it should be noted that the success of teaching an infant to learn a foreign language lies on the hand of the educators. To them lies the secret of successfully teaching the child of their second language. If they know how to treat and teach a child (of barely less that 5 years of age, or even less), then it will not be a difficult task for the child to adopt very well on the said foreign language. It somehow goes like this... an educator, or the parents for that matter, initially teaches the child with the second language... and then the child will do the rest."

Tags:cognitive, bilingual, immigrant

Abstract
This paper explains that, when discussing the statistical reliability and validity of tests that attempt to identify students with special needs, Libby G. Cohen and Lauren Spencier believe that it is critical that the tests also take into accounts students' diverse cultural as well as academic idiosyncrasies and needs. The author points out that the textbook reminds the reader that merely adhering to the concepts of standard error of measurement and confidence intervals in creating such a 'reliable' norm does not automatically make a test a fair assessment in cultural terms. The paper stresses that the initial labeling of the student must not be a marker of the student's deficiency in a permanent fashion.

From the Paper
"The question of the usefulness of assessment tests, as well as test scoring procedures is called into question by the evident racial and differences of many test components, however unintentional these potential sources of cultural bias may be. For example, a test that requires students to make use of vocabulary words only pertinent to certain areas of the country, whether rural or urban (a city child may have never seen a cow, or know that a cow and a bull are the same animal) might result in poorer assessment of that child than is warranted."

Tags:usefulness, idiosyncrasies, bi-lingual, cultural, labelling

Abstract
This paper examines the programs developed by three different states " Florida, Texas and California " to help educate students with limited English proficiency, looking at both the technical aspects of each program and the larger educational philosophy espoused by each bilingual program.

From the Paper
"The challenge of bilingual education " which can also be phrased as the challenge of educating students with limited English proficiency " is a complex one, for it is not a matter simply of teaching grammar and syntax, not simply a question of instilling an appreciation for nuance and vocabulary choice. For in almost every case, the students who are the subject of bilingual education come from less educationally privileged students. Those students who are not proficient in English are often poor and often immigrants and therefore in need of a variety of services, training, and education. They often have to learn about American culture and American legal and governmental systems as well as learning the English language. Making the challenge of bilingual education even greater, those who have grown up in poverty either in a country other than the United States or in the U.S. itself are often poorly educated in their own language. Some may not be literate in any language. In other words, they lack nearly all of the advantages of the middle-class, white, native speaker of English (Tabors 21-28)."

Tags:language, skill, linguistic, education, student, state, america, texas, california, florida, bi-lingual