Los niños que se quedan atrás: The Double Standard of Bilingualism for Minority Language Children in American Public Schools

Emily Gazda

Location

Science Center, A254

Document Type

Presentation

Start Date

4-27-2012 1:30 PM

End Date

4-27-2012 2:30 PM

Abstract

There is an incredible double standard regarding bilingual children in the United States. English speakers are encouraged to learn a second language to maximize their potential, while speakers of other languages are rarely given the opportunity to develop their first language. This project places the No Child Left Behind Act of 2001 in the linguistic and historical context of American bilingual education, and it ultimately argues that the legislation is detrimental to English language learners’ educational interests.

Notes

Session I, Panel 3: Causes of Despair: Delight, and Ambivalence in American Education
Moderator: Ana Cara, Professor of Hispanic Studies

Full text thesis available here.

Major

Hispanic Studies; Mathematics

Advisor(s)

Ana Cara, Hispanic Studies
Susan Colley, Mathematics

Project Mentor(s)

Kim Faber, Hispanic Studies

April 2012

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Apr 27th, 1:30 PM Apr 27th, 2:30 PM

Los niños que se quedan atrás: The Double Standard of Bilingualism for Minority Language Children in American Public Schools

Science Center, A254

There is an incredible double standard regarding bilingual children in the United States. English speakers are encouraged to learn a second language to maximize their potential, while speakers of other languages are rarely given the opportunity to develop their first language. This project places the No Child Left Behind Act of 2001 in the linguistic and historical context of American bilingual education, and it ultimately argues that the legislation is detrimental to English language learners’ educational interests.