The teaching of English in American schools has been an integral part of the educational system for centuries. However, it's worth questioning this practice and exploring the possibility that this may be a flawed approach. This essay will delve into the reasons English, and not Mandarin or Arabic, is taught in American schools as a primary language as well as to examine the historical context of this practice to analyze the concept of national languages, ultimately challenging the notion that teaching English in American schools is inherently beneficial.
The history of teaching English in American schools is deeply intertwined with the history of the United States itself. English was naturally the dominant language during the colonization period due to the large number of British settlers. As the United States was formed, the dominance of the English language was seen as a unifying factor for the new nation. The decision to teach English in schools was more a default choice than a deliberate selection, largely due to historical and demographic factors rather than a carefully considered educational strategy.
Moreover, the concept of a national language is not without its problems. It often stems from nationalistic motives, aiming to create a homogeneous national identity. This was evident in the late 18th and early 19th centuries in Europe when states like France and Germany began to promote their vernacular languages over Latin to foster national unity. However, this ideology disregards the multilingual and multicultural reality of the population. In the context of the United States, this approach overlooks the rich diversity of languages spoken by Indigenous peoples and immigrants from around the globe. Insisting on English as the primary language of instruction can be seen as a form of cultural imperialism, marginalizing non-English speaking communities and overlooking the value of linguistic diversity.
The focus on English in the education system raises questions about its impact on the cognitive and social development of students. Research has shown that bilingualism and multilingualism can greatly benefit cognitive development, including improved problem-solving skills and creativity. By prioritizing English, schools may be inadvertently depriving students of the opportunity to develop these skills fully. Additionally, this focus on a single language does not align with the globalized world's demands, where the ability to communicate in multiple languages is increasingly seen as a valuable skill.
Furthermore, the dominance of English in the American education system can perpetuate social inequalities. Students who come from non-English speaking backgrounds may find themselves at a disadvantage, struggling to keep up with their peers due to language barriers. This can lead to a cycle of underachievement and reduced opportunities, further entrenching social divides.
Throughout American history, there have been various multi-language initiatives, reflecting the country's evolving attitudes towards linguistic diversity and nationalism. These initiatives often arose in response to demographic shifts, political ideologies, and cultural movements. Let's explore some examples from the 18th to the 20th century:
18th Century:
1. Pennsylvania German Bilingual Education (late 1700s): In colonial Pennsylvania, there was a substantial population of German-speaking immigrants. Schools in areas with high German populations, like Pennsylvania, often offered bilingual education. Instruction was provided in both German and English to accommodate the linguistic needs of the community.
19th Century:
2. Native American Boarding Schools (late 1800s): While not a positive example of linguistic diversity, it's a notable part of the history. The U.S. government established boarding schools aiming to assimilate Native American youth into American culture. Students were prohibited from speaking their native languages. This initiative starkly contrasts with the ideals of linguistic diversity and instead represents an era of forced linguistic and cultural assimilation.
3. Parochial Schools and Bilingual Education: With the influx of Catholic immigrants from countries like Ireland, Italy, and Poland, parochial schools often offered bilingual education. These schools aimed to preserve the language and culture of their communities while also teaching English, reflecting a resistance to the English-only movement and promoting bilingualism.
20th Century:
4. Bilingual Education Act of 1968: Recognizing the educational challenges faced by children who spoke limited English, this act was a milestone in bilingual education. It provided federal funding to schools for the development of bilingual and bicultural programs. The aim was to teach English while simultaneously allowing children to continue learning in their native languages.
5. Lau v. Nichols (1974): This landmark Supreme Court case recognized the rights of non-English-speaking students in San Francisco. The court ruled that providing the same facilities, textbooks, teachers, and curriculum to students who did not understand English was insufficient. This led to the implementation of more comprehensive bilingual education programs across the country.
6. Proposition 227 (California, 1998): Reflecting a shift towards English-only education, this proposition mandated that all public school instruction be conducted in English. It marked a significant move away from bilingual education, although it was later repealed by Proposition 58 in 2016, recognizing the benefits of multilingual education and allowing the return of bilingual programs.
In the 21st century, the landscape of bilingual and multilingual education in the United States continued to evolve, reflecting the nation's growing recognition of linguistic diversity and its benefits. Here are some key initiatives and trends:
1. No Child Left Behind Act (NCLB) - 2001: Although not specifically focused on bilingual education, NCLB had significant implications for language minority students. It required states to develop assessments in basic skills for all students in certain grades, which inevitably put pressure on schools to ensure that students who were non-proficient in English could meet the same academic standards as their English-speaking peers. This led to an increased focus on English learner (EL) programs, though the act received criticism for its one-size-fits-all approach and its emphasis on standardized testing.
2. Dual Language Immersion Programs: The 21st century is seeing a significant increase in dual language immersion programs, where students are taught literacy and content in both English and a second language. States like Utah, Delaware, and North Carolina have been leaders in this initiative, aiming to promote bilingualism, biliteracy, and enhanced awareness of cultural diversity. These programs are popular among both English-speaking parents who want their children to learn a second language and parents of non-English-speaking children who want their children to maintain their native language while also learning English.
3. Repeal of English-Only Instruction Laws: In response to the changing demographics and the need for a multilingual workforce, some states have moved away from English-only instruction policies. For example, California's Proposition 58 in 2016 repealed the English-only instruction mandate established by Proposition 227 in 1998, thus allowing schools to establish dual language immersion programs for both native English speakers and ELs.
4. Seal of Biliteracy: Established in California in 2011 and since adopted by many other states, the Seal of Biliteracy is an award given by a school, school district, or state in recognition of students who have studied and attained proficiency in two or more languages by high school graduation. It aims to promote language acquisition, bilingualism, and cultural diversity.
5. Digital Language Learning Platforms: The rise of technology in education has seen an increase in digital language learning platforms and resources. Programs like Duolingo, Babbel, and Rosetta Stone are used in classrooms and by individuals to supplement traditional language learning, offering a flexible and interactive approach to language acquisition.
The United States is increasingly recognized as a linguistically diverse country. With the growing number of immigrants and the recognition of indigenous languages, there's an understanding that monolingual education may not suffice to meet the diverse needs of the population. Schools are increasingly adopting programs that respect and incorporate this linguistic diversity.
There's a growing body of research supporting the cognitive, academic, and social benefits of being bilingual or multilingual. These benefits include enhanced executive function, better problem-solving skills, and greater cultural awareness and empathy. Consequently, there's a push for programs that promote bilingualism or multilingualism from an early age.
There's a recognition of the importance of involving communities and parents in decisions about language instruction. This approach respects and incorporates the linguistic and cultural assets that students bring to their education, leading to more engaged learning and better outcomes.
While teaching English in American schools has historical roots and practical considerations, it is essential to question and critically assess this practice. The history of national languages and the concept itself are fraught with issues of cultural dominance and marginalization. A more inclusive approach to language education, recognizing and valuing the linguistic diversity of the student population, could offer a more equitable and enriching educational experience. It may be time to reconsider the prominence of English in the American education system and explore a more inclusive and forward-thinking approach to language teaching.