Abstract

In this study we try to explore the concept of bilingual education in a holistic context. The main focus of the research is on bilingual education; in addition, the analysis of the study will presented the impact of bilingual education programs on the education system. The paper will analyze the origin of the bilingual education; moreover, the study will focus on the rise of bilingual education programs. Nevertheless, the paper will also explore several issues and criticism against the concept of bilingual education. Finally the research describes various factors which are responsible for the rise of bilingual programs aimed at immigrant in the United States and tries to describe the overall effect of bilingual education programs on the U.S education system.

Table of Contents

Introduction3

Discussion4

Bilingual Education in the United States4

The Rise of Bilingual Programs for the Immigrants5

The Impact of Bilingual Programs on Education System6

The Issues Concerning Bilingual Education8

Protest against Bilingual Education9

Conclusion10

Works Cited12

Bilingual Education

Introduction

The purpose of this paper is to enlighten and explore different aspects of bilingual education. The importance of bilingual education is a debatable issue; hence, the paper will explore distinct dimension and arguments revolving the importance of bilingual education in order to shed light on the concern. Bilingual education programs are most popular and most practical in schools that have large numbers of students who speak the same native language and can be grouped in a single class. Bilingual education programs typically last for three to six years, but can continue longer depending on the state program. In practice, most schools employ a combination of approaches to help LEP students learn English. Nationwide, approximately 18% of public schools provide bilingual programs, while 43% of schools provide ESL classes, either as a supplement to bilingual programs or in place of them. Altogether, bilingual and ESL-only programs reach approximately 77% of LEP students nationwide.

Although states and local school districts do not always use the same criteria to classify LEP students, in general they are defined as students who come from a family background where English is not spoken and who have difficulties with writing, speaking or understanding English. By far, Spanish is the most common native language spoken by LEP students, due to the relatively large influx of immigrants from Latin America since the 1960s. Almost half, or 45%, of LEP students in the country are enrolled in California public schools alone. LEP students account for approximately 20% of all students in California's public schools, compared with 7% nationwide.

Discussion

According to diverse sources, immigrant adults understand English well enough to find employment, and many take part-time English classes to expand their grasp of the language. They may also feel compelled to take English classes to become Americans; since 1906, newcomers to the U.S. have had to demonstrate an ability to speak and understand English if they want to become naturalized citizens. There were some 3.2 million U.S. primary and secondary school students during the 1994-95 school year who were designated as limited English proficient (LEP), an increase of 4.8% compared with a year earlier ...