Bilingual Education

Bilingual Education Programs

Last Updated Oct 5, 2008 00:07 AM

“No Child Left Behind” Transforms Bilingual Education Programs, Empowers Hispanic Parents to Ensure LEP Children Learn English
Dear Republican Colleague:

As the attached article from the Associated Press suggests, many Hispanic American parents across the United States are dissatisfied with bilingual education programs that slow their children’s progress in learning English. As parent Lupe Martinez puts it: “I’m not opposed to my children being bilingual but they should know English first."

Many Hispanic American parents are understandably outraged when their children are denied the chance to receive the same education as other students in America. They’re rightfully indignant when they learn their children are in language instruction classes taught by a teacher who is not fluent in English. And for the first time, federal bilingual education programs are being transformed to address the concerns of parents like Lupe Martinez.

As a result of the No Child Left Behind Act (H.R. 1), the bipartisan education reform legislation signed in January by President Bush, bilingual education programs across the country are being transformed to give new tools to parents and to focus on helping limited English proficient (LEP) children learn English. The article also notes that No Child Left Behind is already helping to improve accountability in bilingual education in states like Colorado.

With regard to bilingual education, the No Child Left Behind law:

Ensures that LEP children have the same chance to learn English as other students by completely changing the focus of bilingual education programs. The former Bilingual Education and Immigrant Education programs are consolidated into a single flexible program with a totally new focus on helping LEP students learn English.

Helps parents monitor their children’s progress by requiring that LEP students be tested for reading and language arts in English after they have attended school in the United States for three consecutive years. Parents must also be notified when a LEP child is in need of English language instruction.
Lets parents ensure that their children’s teachers are fluent in English, including written and oral communication skills, and any other language used by the program.
Through No Child Left Behind, we have committed unprecedented new education resources to schools across America. Together, we can make sure that no child in our nation is left behind.

Sincerely,

John Boehner
Chariman

Colorado Latinos eye bilingual education law

By P. SOLOMON BANDA

Associated Press

October 15, 2002
DENVER - Juan Garcia read "El Patito Feo" - "The Ugly Duckling" - in Spanish to his 4-year-old daughter, his knees nearly to his chest as he sat in a tiny chair in the pre-kindergarten class.

Paola listened to her father as she copied English words in a workbook. A crude, but legible version of C-A-T emerged.

The part-time janitor and his daughter were attending a bilingual class at Jose Valdez Elementary School - one of many around the state. Garcia hopes his child never struggles with English as he does.

But some Hispanic immigrants are blaming such classes for slowing children's progress in English. An amendment on the Nov. 5 ballot would require 70,000 children to learn English in an intense program aimed at getting them into regular classrooms after one year. A similar measure is on the ballot in Massachusetts.

Students could continue in bilingual education if their parents request waivers. Both measures, however, would allow for educators to be barred from teaching and from public office if parents later make a case that their child was damaged by being kept out of a mainstream classroom.

Construction worker Edgar Maciel, 17, dropped out of high school his freshman year after five years in bilingual programs.

"I felt I was capable of learning English but they insisted in teaching me in Spanish," Maciel said. "They should teach us in English. Even if we don't know we try."

Educators acknowledge that there have been problems with bilingual programs, including a lack of tests to determine when to put a child in a mainstream classroom. Colorado recently enacted a law that caps at three years the amount of time children spend in such programs.

"We had a lull in responsibility," said Flora Lenhart, director of a unit that oversees bilingual programs through the Colorado Department of Education. "We thought we were doing a good job and our kids were doing well but things were not really materializing."

Part of the problem was lack of accountability since schools applied for money directly to the U.S. Department of Education. None of the $43.7 million in federal funds spent since 1998 in Colorado was handled by the state, Lenhart said.

The Bush administration's No Child Left Behind Act of 2001 changes that. School districts now submit their grant requests to each state's education department.

Still, some educators, including Valdez Principal Tom Archuleta, argue that one year usually is not enough for most Spanish-speaking students to learn English.

While children who have been attending good schools in their country of origin might learn the language quickly, many immigrants come from poor, rural communities without strong education systems, he said.

But Lupe Martinez, who speaks English but prefers her native Spanish, wants her four children to be placed in mainstream classrooms.

"What do those who oppose the amendment think? That the Hispanics can't learn English," Martinez said. "I'm not opposed to my children being bilingual but they should know English first."

See also Bilingual Education 355 1 - 12