‘Starving and suffocating’: evaluation policies and practices during the first 10 years of the U.S. Bilingual Education Act

2016 ◽  
Vol 21 (6) ◽  
pp. 710-728 ◽  
Author(s):  
Jeanne Sinclair
Keyword(s):  
Bilingual Education ◽  
Evaluation Policies ◽  
Education Act ◽  
The U.S ◽  
Bilingual Education Act ◽  
Policies And Practices

Washington Watch

1987 ◽  
Vol 9 (2) ◽  
pp. 17-17
Keyword(s):  
School Districts ◽  
Human Resources ◽  
Bilingual Education ◽  
Native Language ◽  
Transitional Bilingual ◽  
Transitional Bilingual Education ◽  
Individual School ◽  
English Speaking ◽  
Education Act ◽  
Bilingual Education Act

The Bilingual Education Act Amendment (S.383) proposed by Education Secretary William Bennett seeks to amend the Bilingual Education Act by giving individual school districts greater flexibility in developing programs to educate non-English speaking students. A provision reserving 75% of basic project funds for programs in transitional bilingual education (TBE) is removed, and the 4% cap on funds available for approaches other than TBE is lifted. Should the bill pass, the degree to which classes will be taught in a student's native language is likely to change. Sen. Dan Quayle (R-IN) introduced the bill, which was referred to the Senate Labor and Human Resources Committee, chaired by Sen. John Kennedy.

The Past and Future Directions of Federal Bilingual-Education Policy

1990 ◽  
Vol 508 (1) ◽  
pp. 66-80 ◽  
Author(s):  
JAMES J. LYONS
Keyword(s):  
Civil Rights ◽  
Bilingual Education ◽  
Minority Students ◽  
Reagan Administration ◽  
English Language ◽  
Language Minority ◽  
Education Programs ◽  
Language Minority Students ◽  
Education Act ◽  
Bilingual Education Act

Although initially conceived as an enrichment program, the 1968 federal Bilingual Education Act had been recast into a compensatory education program by the time it was signed into law. Federal civil rights policies respecting language-minority students reinforced the compensatory character of bilingual education in the 1970s by focusing on the so-called deficiencies of language-minority students. In 1980, the Carter administration proposed new civil rights regulations to protect language-minority students. The regulations ignited a political fire storm. The Reagan administration seized upon the political controversy to relax civil rights enforcement and to slash Bilingual Education Act spending. In 1984, Congress expanded the Bilingual Education Act to authorize developmental bilingual-education programs—integrated, two-way programs that help language-minority and English-language-background students achieve bilingualism in English and a second language. With additional federal support, developmental bilingual-education programs could help millions of American students achieve the linguistic skills they will need in the next century.

scholarly journals Una perspectiva histórica de la educación bilingüe en Estados Unidos

2011 ◽  
Vol 12 (3) ◽  
pp. 41-55
Author(s):  
Mª Isabel García Garrido ◽  
Miguel Fernández Álvarez
Keyword(s):  
No Child Left Behind ◽  
Secondary Education ◽  
Bilingual Education ◽  
Benjamin Franklin ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
Education Act ◽  
Bilingual Education Act

El presente artículo presenta una revisión de la evolución de la educación bilingüe en los Estados Unidos. Así pues, presentamos una sinopsis de los principales movimientos que han estado en contra y a favor del bilingüismo.  El respeto por la diversidad cultural y lingüística empezó a verse comprometido a partir de 1750 cuando Benjamín Franklin llevó a cabo el primer intento de imponer el inglés como el lenguaje oficial de los Estados Unidos. La oposición más fuerte al bilingüismo vio la luz en 1983 a través de un movimiento conocido como U.S. English. En 1986 aparecería otro movimiento con las mismas intenciones que U.S. English, el llamado English First. No obstante, el bilingüismo también ha tenido sus defensores, tales como el movimiento llamado English Plus. A su vez, el futuro del bilingüismo también se ha visto protegido de forma legal a través de tres actas gubernamentales: (1) Elementary and Secondary Education Act (ESEA), (2) Bilingual Education Act of 1968, y (3) No Child Left Behind Act.

UNITED STATES CONGRESS AND BILINGUAL EDUCATION. Abdul Karim Bangura and Martin C. Muo. Bern: Peter Lang, 2001. Pp. 159. $24.95 paper.

2003 ◽  
Vol 25 (3) ◽  
pp. 462-463
Author(s):  
Gustavo González
Keyword(s):  
United States ◽  
Bilingual Education ◽  
The United States ◽  
United States Congress ◽  
Political Analysis ◽  
Education Act ◽  
Bilingual Education Act

The purpose of this book is to “fill a gap in the literature of the politics of bilingual education in the United States: the role of the legislature in the passage of the 1968 Bilingual Education Act and its aftermath” (p. xi). The authors use Easton's “framework for political analysis” to trace the passage of this legislation. Examined as part of the framework are the environment, inputs, legislative system, and outputs, each of which is covered in separate chapters.

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