Education has been a controversial topic for some time. According to Hernandez & Cared (2006, Para. 1), “The united States has gone through periods of high and low tolerance of Bilingual Education programs throughout the history of the nation. ” The earliest documented issues come from the first non-English speaking settlers of the United States and the pattern continues throughout history to present- day. The events In the history of the united States, have been contributing factors in determining the policies and legislation surrounding Bilingual Education (Hernandez & Cared, 2006).
The Ancient World In the ancient world, approximately the sixth century, Bilingual Education was common. Due to the deficiency of written materials, if one wanted to read broadly, one needed to have the ability to read in many different languages (Lesson-Hurley, 2009). European Education has always emphasized Bilingual Education as well, as evidenced by the fact that all students were taught in Latin, no matter their primary language. This trend continued until the upswing of nationalism and the Protestant Reformation.
In 1855, the California Bureau of Instruction mandated that all schools teach only in English (Hernandez & Cared, 2006). The Bilingual Education Acts of 1 968 and 1974 Before World War l. Bilingual Education was much more available to students, Schools offered English instruction along with the native language of a student in the basic subjects. After WWW, students that spoke languages other than English were frowned upon. “This trend carried on through WI and only began to be remedied in the asses with the backlash against cold war politics and the natives of pro- Vietnam War verbiage.
The result was the Bilingual Education Act of 1968″ (Churner’s. 2002, Para. 4). The Bilingual Education Act (BEA) was Intended o provide federal funding in the form of grants to school districts. These grants would help school districts establish educational programs for students with limited English speaking skills. Participation In the BEA was voluntary. And the original act was not specific, so an amendment was issued in 1974. The act specified the definition of a bilingual education program, goals of the program, regional support centers, and capacity-building efforts (Sterner-Mezzanines, 1988).
The act was amended and reauthorized further to increase funds, broaden the definition of eligible students, and increase program opportunities. The No Child Left Behind Act of 2001 The No Child Left Behind Act of 2001 (NCSC) was intended to replace the BEA, and requires students to take and pass high-stakes proficiency exams at certain grade levels to ensure they have attained the desired knowledge to advance forward In their education (Wisped, 2013).
This Act is implemented in all schools that receive federal funding and provides penalties for schools that do not meet minimum statistical requirements toward the goals of NCSC. The act seeks to narrow the class and racial achievement gap in the united States by creating common expectations for all. Individual states set the passing standards for students, yet the tests given are being proposed. Conclusion Bilingual Education and instruction has existed all around the world since ancient times.
It is considered the norm, rather than the exception because essentially every nation contains bilingual individuals. Our nation now encourages immigration and should hold Bilingual Education as a high priority. The availability of Bilingual Education has allowed this nation to flourish and its history should always reflected upon.
