English Only Debate, Research Paper Example

Abstract

This paper examines the concept of the applied use of “English Only”, considering the position adopted in 3to 5  USA states. The paper contrasts both sides of the argument and describes the writers stance on same.  The paper examines the legal position on voter driven initiatives relating to the importance of English Language learning. The benefits and challenges of these laws are discussed.

Introduction

America, unlike its neighbour Canada, is not a bi-lingual nation and as such English is the mother tongue.  Despite being a nation of immigrants the US has adopted English as the preferred language of choice for communication and business.  English is also viewed as the global language adopted for business communication.  Certain States have adopted an English only policy and this paper discusses the legitimacy of this and the arguments for and against adoption of same.

New York State Position

English has not always prevailed as the language of school instruction in America. During the Eighteenth Century lessons were conducted in French, German, Swedish, Dutch, particularly in Pennsylvania, Maryland and Virginia.  German was widely taught across the mid west. French was taught in Louisiana and Greek in Pittsburgh.  After the first World War the sentiment changed toward English being the preferred language. The concept of bilingual education  was to help immigrant children learn English in order that they could compete with their other English speaking classmates. The early view was that Children should continue to learn in their native tongue whilst learning English.  It was anticipated that such a transition would take roughly 3 years. New York State law limits participation in a bilingual program to three years, but an extension can be granted for up to three years more if an individual review of the student’s progress seems to warrant it.  (Porter, 1998)

Languages are important in order to introduce the cultural and ethnic diversity to a nation. They equally help immigrants to retain a link to their roots.  In this sense nobody should be deprived  the right of their own ethnicity and cultural roots.  The limit of bilingualism programs to 3 years in New York State has the advantages of forcing through the English only agenda and thereby ultimately creating English as the standard for communication and Education.  There is the counter argument that it is geared to those who are affluent and culturally enriched.  The poorer member of the Latino / African Americans may not make the transition and this is reflected in the amount of college dropouts in this racial sector.

State of Alabama

One of the most important rulings in this area is that of the Supreme Court on 24th April 2001  and the case of a woman who sued the state for the inability to take her driving test in Spanish. The U.S. Supreme Court ruled April 24 in a very significant case that concerns our right to respect and legislate English as our national language. Alexander v. Sandovalinvolved a Spanish-speaking woman, Martha Sandoval, who demanded that Alabama give her the state driver’s license test in Spanish. Alabama refused, based on the section added to Alabama’s Constitution in 1990 declaring English “the official language of the state of Alabama.” Sandoval mounted a class-action lawsuit under Title VI of the Civil Rights Act of 1964, claiming that “language” should come under the statute’s prohibition of discrimination on the basis of “national origin.” She won in the District Court and the Eleventh Circuit Court of Appeals, but the Supreme Court reversed.  (Eagle Forum, 2001) This decision of the Supreme Court is that laws requiring the use of English Language do not infringe anybodies civil rights and as such nobody can claim that they are being discriminated against under these circumstances.

California State

In 1987 the California Legislature failed to reauthorize the bilingual and bicultural Education Act and as such letting it expire.   California having minorities that represent 46% of the nation.  In July of 1995 the state Board of Education announced two major policy changes: the “preference” for native-language programs would henceforth be revoked and school districts would be given as much flexibility as possible in choosing their own programs (Porter, 1998). The dilemma for California and indeed other US States is that there are now in excess of 40 million people who do not speak the English language.  Hence if the States do not have a single language i.e. English, for all state documents and tests then segregation could occur and a similar state of affairs to what happened with the French speaking community of Quebec in Canada. A chilling illustration of this type of balkanization has unfolded in nearby Quebec, Canada. Language division has led to a movement for secession by the French-speaking Quebec residents from primarily English-speaking Canada. After losing by a substantial margin in 1980, the secession movement continued to grow and nearly succeeded in its second referendum in 1995 when voters narrowly rejected the secession of Quebec from Canada by a margin of only 50.6 to 49.4 percent. Driven by language differences, this secession issue has disrupted Canadian politics and caused violence and economic losses.  (Eagle Forum, 2001)

Texas

The other key argument in support of bi-lingualism is that it is one of the fastest methods for immigrants to obtain Citizenship.  ” Bush knows that. As Texas governor, he enthusiastically backed bilingual education, and for a good reason. It is the quickest path for non-English speaking immigrants to assimilate and ultimately attain citizenship. ”  (Hutchinson, 2009).

Works Cited

Eagle Forum. (2001, 5 1). The Importance of Our English Language. Retrieved 2 21, 2010, from Eagle Forum: http://www.eagleforum.org/psr/2001/may01/psrmay01.shtml

Hutchinson, E. O. (2009, 9). English-Only Laws Don’t Work, and Bush Knows It. Retrieved 2 21, 2010, from IM Diversity: http://www.imdiversity.com/Villages/hispanic/special/ofair_english_bush0520.asp

Porter, R. P. (1998, 5 1). Why even Latino parents are rejecting a program designed for their children’s benefit.Retrieved 2 21, 2010, from Atlantic Monthly: http://englishfirst.org/be/beporteratlantic.htm