English Only Policy

English Only Policy is an issue of hot debate throughout the country. Many states have passed "English Only" laws, and more still are considering. Although opponents list several reasons for their position, the proponents of the policy by far present the most logical causes. Bilingualism is a hindrance to learning English and a detriment to a child's short-term and long-term academic advancement, therefore it should be the only medium of instruction for second-language learners in public schools (Mora pp).

Using English exclusively is not only advantageous, but it does not harm the students in any way (Mora pp). Student should be weaned from their first language to ensure that they do not become "tethered" to their native language, for using the child's first language basically create a "cycle of native language dependency" that must be countered by English-only instruction, thus, parents should only speak English to their children at home (Mora pp).

However, opponents claim that students who attend school with a fully developed language other than English benefit from using their language as a medium of instruction (Mora pp). They believe that it is more beneficial for the child the learn information in his or her own language while learning English (Mora pp). It is said that with one year of intensive instruction, students can become proficient enough in English to function in mainstream classrooms (Mora pp).

Even children at low levels of proficiency are capable of understanding normal classroom instruction, and teachers have to make only minor modifications in the instructional procedures to make the content comprehensible to students with limited proficiency in English (Mora pp). The objective of instruction is to teach English "quickly" in order to mainstream the students into the regular school program, because the more quickly they learn to read and write in English, the faster they will progress in school (Mora pp).

Proponents argue that reading instructions in the native language actually retards this process (Mora pp). For students to be successful in school and in American society, it is important to become proficient in English, for the key to academic success it proficiency in English (Mora pp). Although it is important for the child's parents to maintain the home language and culture, however, it must be understood that the faster children learn English the faster they will assimilate into American society (Mora pp).

Proponents who claim that a child's self-esteem suffers in an English-only classroom are wrong, for although it may be difficult at first, it will not cause any harm to self-esteem and the early discomfort will be compensated by the joys and affirmation the child gains from learning English, such as successfully moving up through the grades in school (Mora pp).

Moreover, educators who believe in the principles of English-only are better able to make decisions regarding the manner in which language minority students should be educated, because all too often bilingual educators act out of a misguided "bilingual ideology" or in their own self-interest in planning programs for second-language learners (Mora pp). Furthermore, early and rapid learning of English will help reduce dropout rates, particularly among Latinos, because a child's success in the upper grades depends on a solid knowledge of the English language and literacy (Mora pp).

At the debate on the English Only Legislation in August 1996, Tom Roth from Wisconsin stated that in every single survey conducted on whether English should be the official language, ninety to ninety-seven percent of the people said yes, that English should be the official language of the United States (Debate pp). Worrisome is the fact that the National Clearinghouse for Bilingual Education stated that by the year 2000, one our of seven Americans will consider English as a foreign language (Debate pp).

Said Roth, "we have always had the idea that we are the melting pot, that we are all the same .. We do not believe in hyphenated Americans .. We are all equal American" (Debate pp). The United States will continue to be the melting pot, however, this nation cannot be made up of groups, it must be made up of individuals (Debate pp).

As Woodrow Wilson once said, "as long as you consider yourself a part of a group, you are still not assimilated into American society because America like other nations is made up of individuals and not made up of groups" (Debate pp). Critics point out however, that while learning English should be a priority goal, the fact is that there is such a demand for English classes in many areas, that students are being turned away (Debate pp).

In 1994, more than 5,000 immigrants were turned away from English classes in Washington, D.C. And in New York City, schools have resorted to using a lottery to determine enrollment in English classes, while in Los Angeles, more than 40,000 applicants were on waiting lists for English classes in 1996 (Debate pp). Therefore, many suggest that the government should expand support for English as the second language and for bilingual education programs (Debate pp).

Marge Roukema, representative from New Jersey, explained that she came from a family of Italian immigrants, "my grandparents on both sides, and their decision was to come to America and be integrated into society as soon as possible .. As a result, my grandparents and my parents learned English ASAP" (Debate pp). It was important for them, Roukema said, because they knew that proficiency would help the family, the neighborhood, and the whole community (Debate pp).

They knew that English proficiency was necessary for the overall well-being of society and tradition, "the more than 100 years tradition of the melting pot that united all of us in our hope and ideals as a nation" (Debate pp). Thus, it must be stressed that a definitive step be taken to avoid the country being divided into numerous ethnic enclaves that will inevitably threaten the national unity (Debate pp).

Roukema pointed out that her parents and grandparents knew instinctively that English proficiency was absolutely essential to their success, "not because they were not proud of their heritage but because they knew mastering the language was important to them and that they should do it as quickly as possible" (Debate pp). The English Only Policy began in California in 1986 when voters approved Proposition 63 declaring English as the state's official language (Navarette pp). Since then, other states have followed, about two dozen to.