Bilingual Classes

Biligual The world is changing and recent influxes of immigrants into America have presented a dilemma for educators. Some believe the bilingual education is necessary for those that do not speak English as their first language; others feel that bilingual education gives people an excuse not to learn English. The purpose of this discussion is to provide a casual analysis of this issue. The discussion will begin with background information about bilingual classes. The paper will also contain a current evaluation of the situation.

The discussion will also present a casual argument of the topic and a counterclaim. This discussion will seek to prove that bilingual education in its current form must be reformed or eliminated. Background/History Bilingual Classes book entitled Bilingual Education: From Compensatory to Quality Schooling explains that bilingual education refers to "the education of children whose home language is not English." (Brisk) According to an article in the journal Policy Review, bilingual education was first adopted in American schools 30 years ago.

The article entitled "Adios Bilingual Ed" explains that the initial purpose of bilingual education "was to ease thousands of non-English-speaking children into the educational system and prepare them for instruction in regular, English-language classrooms."(Amselle 52) The author explains that prior to the advent of bilingual education students were simply placed into English speaking classrooms. Initially, these students had to either learn the language or fail in school. There were some exceptions made for students who struggled to learn the language and they were place in special classrooms.

In some school districts student were even punished if they spoke their native language. Bilingual education programs were designed to allow students to learn the language in a gradual way and still enable them to complete assignments without falling behind their classmates. (Paulston) The programs are also designed to preserve the students native language and culture. The article explains that Bilingual -education theory dictates five to seven years of instruction in the native language before children are taught English.

Since three-quarters of all LEP students are Spanish speakers, bilingual programs in practice stress Spanish-language teaching. (Amselle) An article found in ERIC digest explains that bilingual classes can be classified as either late transition or early transition classrooms. The classification depends on the students' ability to learn in English speaking classrooms. Programs that are classified as early exit are based on the students' ability to speak English proficiently.

In the late transition programs the students must be able to read and write English proficiently to be place in a mainstream classroom. (McKeon) Initially, it was believed that bilingual education classes would sid these students academically and increase the number of graduating seniors. Various school districts felt that this was the only way of dealing with the problem of educating students that did not speak English as their first language. In some areas, bilingual education has proved successful, when properly implemented.

Current situation Bilingual education courses are most prevalent in states where there are a large number of immigrants. These states include California, Texas and New York. According to the article "Adios Bilingual Ed" a number of states now have bilingual education that exist in some form or another. The article explains, Today nearly a dozen states with large numbers of "limited English-proficient" (LEP) students force schools to teach children in this manner..

In these states, Hispanic children spend up to 80% of their day being taught exclusively in Spanish in a segregated classroom. They hear English only during recess, lunch, P.E., and music periods. (Amselle 52) There is also a huge debate over the need for bilingual education programs and if they serve their original purpose. An article in The New York Times explains that many parents are disturbed at the current state of bilingual education and classrooms.

The article reports that many parents do not understand why their children have been in bilingual classes after already taken classes that were strictly English speaking. Many throughout the city expressed concern that their children were being discriminated against. The disdain that parents in New York feel are frequently echoed by parents across the country. These parents assert that bilingual education must be reformed or eliminated. (Freedman) Casual Argument The initial intentions of bilingual education were noble, however the current state of most bilingual programs are in ruins.

The problem with many of the programs is that it seems to place students in these programs based solely on their cultural backgrounds; not much attention is given to whether or not they already know how to speak English. Additionally, many of bilingual education programs do a very poor job of actually teaching the students English. Amselle explains that many student spend their whole grade school careers in bilingual education programs.

The author asserts that because of this, Hispanic children generally do not achieve the solid grounding in English they need to excel in high school. Neither advanced college prep courses nor those courses required for graduation are geared to students not proficient in English. The "graduates" of bilingual education are generally stuck in remedial classes with no hope of ever graduating. Not surprisingly, many of these students simply drop out.

The drop-out rate today for all Hispanic LEP students in the United States is 50%, much higher than for any other group. Clearly the program that was designed to educate these students has failed, yet it is supported by a surprising number of educators and politicians." (Amselle 52) The main arguments against bilingual education are that it stigmatizes Hispanic students and that it does not prepare to operate in an English-speaking world. The status of bilingual education in America confirms these two arguments.

Brisk explains that "Bilingual education is often associated with urban education (where the children of immigrants often find themselves in compensatory programs and where high dropout rates are viewed as the failure of students rather than the failure.