Hensley !

Hayastan Hensley

Professor Campbell

UWRT 1103

6 November 2019

Do NOT Toss Bilingual Education: Are Bilingual Education Students More Successful?

Bilingual Education Students Are More Successful.

I was born in America but English is my second language. I did not learn to speak

English until I was almost eight years old. I am currently fluent in both English and Armenian,

but I remember how nervous I felt speaking Armenian around primarily English-speakers. My

teachers and peers always made remarks such as “You’re in America, speak English” or “Leave

that foreign language for when you are at home.” This is the opposition to bilingual education,

the different types of programs in American schools in place to teach foreign children English. It

includes classes that are only in English and classes in two languages. Some people argue that

bilingual education is a waste of time and money. Yet, bilingual education programs are

extremely beneficial and necessary to the success of both foreign students studying in the United

States and of American students.

Bilingual eEducation has been a debated issue debated in the United States since the early

1800s. According to Colorin Colorado, a bilingual site for educators and families of English

language learners, there have been many significant laws passed. In 1839, Ohio became the first

state to pass a bill allowing bilingual education. Instruction wascould have been offered in

German and English, upon the request of the parent. Subsequently, Cinicnnati Cincinnati opened

the first bilingual education school in the mid- 1800s. The “Bilingual Education Act,” passed in
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1968, which was the first act to recognize the need for bilingual education programs in the

United States, can be considered the most significant legislation on the issue. The most

significant piece of legislation on the issue is the “Bilingual Education Act”, passed in 1968,

which was the first act to recognize the need for bilingual education programs in the United

States. The most recent law was passed in 2001, which stated that students in the United States

can be involved in the bilingual education program for three years, but subsequently are are then

required to take courses in English-only. States were at first reluctant to include bilingual

education programs in their school system because of the lack of public support and

understanding of the effects of such programs. American legislation on bilingual education has

historically been focused on providing English language learners the best easiest and quickest

route to learning English.

Bénédicte de Montlaur, the permanent representative of French universities in the United

States, recently published an opinion-based article in the New York Times, a slightly left-leaning

newspaper in the United States, on the significance of bilingual education. She quotes the

Modern Language Association, the principal professional association in the United States for

scholars of language and literature, who said that colleges in the United States ended 651 foreign

language programs from 2013 to 2016. She also quotes a Pew study that shows only 20 percent

of K-12 students in the United States study a foreign language, while 92 percent do in Europe.

This is an astonishing difference, which clearly highlights that bilingual education and foreign

languages in general are not a priority in the United States.

(new paragraph)The decrease in the number of students enrolled in bilingual programs and the

insufficient number of programs offered not only takes away students’ opportunities for bilingual
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education, but also causes them to lose interest in being enrolled in a program at all. Bilingual

education is scarce in the United States, since most people still do not see know the significant

positive effect of it. According to the Education Writers Association, whose mission is to

strengthen the community of education writers, California has 1.4 million students who are

English learners, but only “about 5 percent of California schools offer dual-language programs.”

It is alarming that states like California who have a significant immigrant population are not

leading the way to a better education for foreign students through bilingual education programs.

Also, although bilingual education is returning, there are teacher shortages- most certified

bilingual education teachers are no longer available, because they either retired or they have not

been using their bilingual education certification for so long that they no longer meet

requirements, and teachers today have not been required to get an degree education in bilingual

education.

So why exactly is bilingual education debated so much in the United States? Most

Americans who oppose bilingual education programs believe they are a waste of money and do

not prove to be very successful. A telephone survey conducted between 1990 and 1998 called the

Second Quarter 1998 Texas Poll found cited in a journal article titled “Racial Threat and White

Opposition to Bilingual Education” found that “older, less economically advantaged, and less

educated respondents are more likely to oppose bilingual education” along with conservative

males rather than those who are younger and of a higher socio-economic status. This is why it is

important for people to vote on issues where they are honestly educated in. These “less

educated” respondents are not informed on the statistics behind bilingual education, and vote to

reduce programs that are actually beneficial to students. People believe that these bilingual
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education programs do not make a difference in their lives, and therefore vote to decrease them.

In contrast Yet, bilingual education not only affects the students involved in the program, but also

anyone part of society because who does not want a more competent and successful society?

educators and the students’ potential workforce.

The world today is undoubtedly centered around English -because students all across the

world are learning English, companies, businesses and governments communicate in English,

and dozens of countries consider English their official language, but that certainly does not mean

that being fluent in another language is not beneficial. Laura Beth Kelly, an expert in elementary

literacy and ESL(English Second Language) and / bilingual education made an interesting

argument in a publication for the National Association for Bilingual Education (NABE), a non-

profit organization that, since 1975, works to advocate for educational equity and academic

excellence for bilingual/multilingual students. Kelly states that students who may be Mexican-

American and speak “imperfect” English “will likely find that their English proficiency limits

their opportunities”, while American students who speak imperfect Spanish will be praised and

given increased opportunities “due to their developing proficiency in a second language.” Many

Americans believe that bilingual education is too extra much work for both teachers and

students, and is too time-consuming,. and They believe foreign students should simply be

immersed completely in English in order to learn the language as quickly as possible. Yet,

research proves that this is actually ineffective.

(new paragraph) The state of Arizona recently conducted a study on their English-immersion

programs published in the International Journal of Language Studies. Although they

hypothesized that foreign students would learn English “typically within a year’s time,'' they
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found that of the students who had tested non-proficient in English a year back, “41 percent

tested non-proficient again in their second year.” While students involved in these programs may

learn English faster, it may obviously is not be the program that guarantees their greater success.

fluency and competency in the English language.

There are two main types of bilingual education. The first is English-immersion, or what

we commonly hear of in grade schools- classes for English language learners (ELL). This means

that students are isolated from their home culture and other classmates and their instruction is

provided in English only, with the objective of teaching students English as soon as possible. The

second type is dual-immersion, which means both foreign and American-native students are

given instruction in both English and another language simultaneously. Dual-immersion

programs are becoming increasingly popular in the United States because of their high rates of

success. Author de Montlaur states in her NY Times op-ed that “in public schools, parents have

also pushed for dual-language immersion programs.” Parent requests and involvement has

actually been one of the most important factors in increasing bilingual education programs in the

United States.

(new paragraph)An article published on National Public Radio by Anya Kamenetz, an education

correspondent, titled “6 Potential Brain benefits of Bilingual Education” said that Delaware, New

York City, North Carolina, Oregon, Utah and Washington state “are among the places expanding

dual-language classrooms.” Also, according to American Councils for International Education, as

quoted by Emily Ann Brown in her article “Dual-Language Immersion Programs Surge”, “there

are now at least 3,000 dual-language programs in the U.S.”, compared to only 260 in 2000. So,

what is the reason for the spike in dual-immersion programs? People Educators, students, parents
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and the general society are seeing being persuaded by real statistics that guarantee the academic

success of their students, whether they be are foreign students or American-natives.

Research is suggesting that, in contrast to popular belief, dual- immersion bilingual

education programs may be the best for both foreign children learning English and for American

native children. Laura Beth Kelly, in her article published for NABE, references research

conducted in 2017 that studied evidence from lottery data on the effects of dual-immersion

programs that . It suggests these programs “support academic achievement for students learning

English by integrating them with fluent English speakers and providing them access to the

curriculum… in their home language.” Although students in English-only programs may learn

English faster than those involved in a dual-immersion, the latter guarantees more long-lasting

success for the students. This means that students are more successful in their schoolwork and

education, and are not limited by language barriers.

(new paragraph)According to Kathryn Lindhom-Leary, a professor Emerita at San Jose State

University and education researcher, speaks on this issue in her article “Success and Challenges

in Dual Language Education” published in the journal Theory Into Practice, which features

multiple perspectives and scholarly discussions of important issues in education, speaks on this

issue. She states “studies show that 5 to 7 years may be necessary for ELLs (English Language

Learner) to close the gap between their test scores and those of their NES (Native English

Speaker) peers.” When viewing this evidence, many people falsely assume that it means dual-

immersion programs are not successful. Students involved in programs that last longer are

actually proven to be more successful. According to a study in 1991 by Jesus David Ramirez,

quoted in “Bilingual Education. What the Research Shows Us” by Stephen May, an international
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authority on language rights, language policy, bilingualism and bilingual education, these

students demonstrated the greatest levels of growth and success in mathematics, English

language skills and English reading. Students involved in shorter programs or ones where

English is predominant have proven to not be as successful in other areas. Based on the evidence

from Arizona’s bilingual education programs, students involved in an English-only program may

test well in only English-related subjects. Yet, since they are not yet proficient in the language, it

becomes a barrier to them in other subjects. Dual-immersion programs, on the other hand,

instruct all subjects in both languages, therefore not limiting students but rather guaranteeing

their success across the board.

Dual-immersion programs have been successful all across the country, regardless of the

student’s community, socio-economic status, ethnic and linguistic background, and special needs

backgrounds. Lindholm-Leary states that dual-immersion students are as or more likely to be

“enrolled in higher level math courses,...to pass the high school exit exam” and are less likely to

“drop out of school.” An article published on NPR titled “6 Potential Benefits of Bilingual

Education”NPR’s article on benefits of bilingual education references several scholars on

benefits of dual-immersion programs. Antonella Sorace, a professor at the University of

Edinburgh in Scotland, says that bilingual children can “pay focused attention without being

distracted” and also have improved multitasking skills. She also says that bilinguals as young as

the age of 3 three have demonstrated higher scores on “tests of perspective-taking and ‘theory of

mind’, which are fundamental social and emotional skills.” (According to the journal article

“Theory of Mind in Bilingual and Monolingual Preschool Children”, “theory of mind” is

children’s ability to attribute causal mental states in order to predict behavior)use different
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mental states to predict behavior)., which are fundamental social and emotional skills.” Also,

bilingual education makes students more aware of how all languages work in general, which is

why foreign students who are not yet fluent in English are able to score as high or higher on

standardized English tests. Dual-immersion programs also have a positive effect on the students’

overall school experience. Based on research conducted by Wayne Thomas and Virginia Collier,

professors emeritus at George Mason University, on eight million students records across 37

districts, dual-immersion students “have somewhat higher test scores…,” and “seem to be

happier in school. Attendance is better, behavioral problems fewer, parent involvement higher.”

In contrast, students who receive most of their education in English “are more likely to fall

behind and drop out of school.” (“Bilingual Education. What the Research Shows Us”).

California passed a bill in 1988that took away bilingual education, but has since brought

it back in 2016. Many other states and school districts are following in their footsteps after

realizing the positive impact bilingual education, and specifically dual-immersion programs, can

have on students’ success. Many oOpposers to bilingual education are focused around the idea

that it costs much more than regular English-learning programs. Liz Peek, a writer, commentator

on the finance industry, and philanthropist backs up this idea. In her article published in the

Fiscal Times, a news analysis and opinion publication based in NYC, she states that “the fiscal

2010 budget appropriation for the Office of English Language Acquisition totaled $750 million

and the request for the upcoming year is $800 million.” She also references the fact that

“bilingual education costs $200 to $700 more per pupil than alternative approaches.” Peek, along

with many other opposers of bilingual education, believe the the programs rob students of a way

to quickly catch up with their American peers, and are therefore a waste of the government’s
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funds. Yet Claudio Sanchez, an education reporter for NPR, in her article titled “Bilingual

Education Returns to California” says that according to California’s financial analysis, the

bilingual education programs will not cost the state more money because “local districts will

have full discretion to shift the money they already have to pay for new programs.” Even if

bilingual education and dual-immersion programs may cost schools more money per student, as

mentioned earlier, is it not worth it? it is certainly worth it. When schools view the statistical

evidence proving see proof that both their foreign students and American- native students will be

better off and more successful overall thanks to these programs, they should be willing to

sacrifice a little more money. These Dual-immersion programs certainly do not require billions

of more dollars, and are producing productive and promising youth in the process.

Although bilingual education programs are already proving to be successful, they need to

be implemented with the right strategies and rules in order to work to their greatest potential.

Laura Beth Kelly, with the NABE journal, states that there are some issues that hold back dual-

immersion programs from being successful. She provides the example of Ms. Ken, a principal at

Mayer Elementary in Arizona. Ms. Ken explains that the major issues faced in her school’s dual-

immersion program is the lack of funds and materials available to the classroom. The lack of

funds results in the incorrect implementation of the program since not enough resources are

provided in the foreign language as compared to English. This creates a spiral effect- the

program is not enacted correctly, student success is not as high as it could be, the public gets

disengaged in the programs, funding is cut, and the program is unable to be enacted correctly

again. This is why it is extremely important for people to be willing to sacrifice provide more
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funding and give total support to dual-immersion programs in order for them to be enacted to

their full potential and provide correct and successful education to the children enrolled.

Bilingual education has been debated in the United States for decades over a century.

Opposers have based their ideas off of false evidence, claiming that bilingual education is a

waste of the government’s money that does not have a positive impact on children. Yet, recent

research is suggesting that bilingual education students are as successful if not better off than

their peers thanks to bilingual education programs, specifically dual- immersion. Dual-

immersion programs have surged in the United States in the past decade and are continuing to

gain popularity because of their diverse environment and successful results. But it is still not

enough. Only a few states and a handful of districts have solid programs in place to teach foreign

students English and American natives a foreign language. The public needs to be more aware of

the positive impact of dual-immersion bilingual education in order to increase funding and

support for these programs to be so that they are enacted accurately and successfully. I can attest

to the fact that being bilingual is one of my biggest strengths, and I only feel grateful that I am

completely fluent in two languages. With the correct implementation of bilingual education

programs, our own students will become prosperous active participants in a competitive

multilingual world.
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Works Cited

A Chronology of Federal Law and Policy Impacting Language Minority Students. Colorin

Colorado, www.colorincolorado.org/article/chronology-federal-law-and-policy-impacting-

language-minority-students. Accessed 2 Nov. 2019.

Abdullah, Rohani, et al. “Theory of Mind in Bilingual and Monolingual Preschool Children.” J

Psychology The Journal of Psychology, vol. 1, no. 1, 2010, pp. 39. Kre Publishers, http://

www.krepublishers.com/02-Journals/JP/JP-01-0-000-10-Web/JP-01-1-000-10-PDF/

JP-01-1-039-10-010-Farhadian-M/JP-01-1-039-10-010-Farhadian-M-Tt.pdf. Accessed 2

Nov. 2019.

Boardman, Jason D. et al. “Racial Threat and White Opposition to Bilingual Education in

Texas.” Hispanic Journal of Behavioral Sciences, vol. 35, no.1, 2012, pp. 85-102. Sage

Journals, http://citeseerx.ist.psu.edu/viewdoc/download?

doi=10.1.1.872.7212&rep=rep1&type=pdf. Accessed 2 Nov. 2019.

Brown, Emily Ann. “Dual-language immersion programs surge.”. District Administration, 4

Sept. 2019, www.districtadministration.com/dual-language-immersion-programs-surge/.

Accessed 2 Nov. 2019.

“Chronology of Federal Law and Policy Impacting Language Minority Students, A.” Colorin

Colorado, www.colorincolorado.org/article/chronology-federal-law-and-policy-impacting-

language-minority-students. Accessed 2 Nov. 2019.

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de Montlaur, Bénédicte. “Do You Speak My Language? You Should.” The New York Times, 26

March 2019, p. A23, www.nytimes.com/2019/03/26/opinion/learn-foreign-

language.html?searchResultPosition=6. Accessed 2 Nov. 2019.

Kamenetz, Anya. “6 Potential Brain Benefits of Bilingual Education.”. National Public Radio,

29 Nov. 2016, www.npr.org/sections/ed/2016/11/29/497943749/6-potential-brain-

benefits-of-bilingual-education. Accessed 2 Nov. 2019.

Kelly, Laura Beth. “Promise and Challenge in Dual Language Programs.” Perspectives, vol. 40,

no. 2, 2017, pp. 6-8. NABE, www.nabe.com. Accessed 20 Oct. 2019.

Lindholm-Leary, Kathryn. “Success And Challenges In Dual Language Education.” Theory Into

Practice, vol. 51, no. 4, 2012, pp. 256-262. Taylor & Francis Online, https://

www.tandfonline.com/doi/full/10.1080/00405841.2012.726053. Accessed 2 Nov. 2019.

May, Stephen. “Bilingual Education: What the Research Tells Us.” Bilingual and Multilingual

Education, 2017, pp. 81-100. Springer Link, https://link.springer.com/

referenceworkentry/10.1007%2F978-3-319-02258-1_4. Accessed 2 Nov. 2019.

Mora, Jill Kerper. “The Bilingual Education Controversy: A Road Map.”. MoraModules, 2019,

www.moramodules.com/Prop227/BERoadmap.htm. Accessed 2 Nov. 2019.

Peek, Liz. “Bilingual Education: Toss It and Teach Kids English.”. The Fiscal Times, 25 Aug.

2010, www.thefiscaltimes.com/Columns/2010/08/25/Bilingual-Education-Does-Not-

Work. Accessed 2 Nov. 2019.

Sanchez, Claudio. “Bilingual Education Returns to California. Now What?.”. National Public

Radio, 25 Nov. 2016, www.npr.org/sections/ed/2016/11/25/502904113/bilingual-

education-returns-to-california-now-what. Accessed 2 Nov. 2019.

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“With New Research, Policy Shifts, Bilingual Education on Rise.”. Education Writers

Association, 25 Oct. 2017, www.ewa.org/blog-latino-ed-beat/new-research-policy-shifts-

bilingual-education-rise. Accessed 2 Nov. 2019.

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Comments by John Caraway

“ This can be considered the opposition to bilingual education” instead of saying it can be
considered, instead say that it is. Using considered makes it seem like there is a possibility that it
isn’t.
“According to her, the Modern Language Association, the principal professional association in
the United States for scholars of language and literature, said that from 2013 to 2016, colleges in
the United States ended 651 foreign language programs” sentence is hard to follow because of all
of the commas
“elementary literacy and ESL/ bilingual education” might write out what ESL is first then use the
acronym afterwards
“This results in not enough material being available in the language other than English, and
therefore the incorrect implementation of the program.” Rephrase along the lines of “A lack of
funding results in fewer resources provided for the foreign language compared to English.”
You may want to revisit your personal experiences in the conclusion of the essay to reinforce
how being bilingual has benefited your education

Comments by Garrett Cline

”According to Colorin Colorado’s, a bilingual site for educators and families of English language
learners, article on the history of bilingual education legislation, there have been many
significant laws passed. In 1839, Ohio became the first state to pass a bill allowing bilingual
education. Instruction was offered in German and English, upon the request of the parent.” page
1
This is a mouthful and kinda hard to read, perhaps there’s a way to shorten this?
I like the amount of quotes, but I don’t really hear your voice until the very end. I’d like more of
your commentary and opinion mixed in between the quotes.
The counter argument is addressed, but I don’t really see any supporting article for the counter
argument. A lot of the sources are blatantly supporting your argument but none challenge them.
I’d like to see you introduce the counter argument in its entirety and in greater detail and then
address and dismantle its flaws.