Bilingual Programs Quotes

Quoting page 85: The OCR [Office for Civil Rights] in the early 1970s in effect experienced an internal capture shift. The black agenda activists who had dominated the office between 1965 and 1970 were joined and to some extend displaced by a new cadre of Latino activists. Not content with the transitional model of bilingual education, which used native-language instruction as a bridge to English language proficiency, the Latino nationalists called for Spanish-based cultural maintenance programs of indefinite duration. La Raza Unida’s 1967 founding statement captured the Chicano spirit of cultural nationalism and linguistic ethnocentrism: “The time of subjugation, exploitation, and abuse of human rights of La Raza in the United States is hereby ended forever,” the manifesto proclaimed. “[We] affirm the magnificence of La Raza, the greatness of our heritage, our history, our language, our traditions, our contributions to humanity and culture.

Page 12: The Bilingual Education Act expanded the idea of students’ right to their own language to their right to be educated in their own language, if their command of English was insufficient for them to learn on a par with native English-speaking students in classrooms where only English was spoken. While obviously conceived as a transition to an English program, in effect, bilingual education also strengthens students’ abilities to communicate in their own language, if that is the language in which it has been determined that they can learn more effectively. The social significance of this development, however unintentional, is that public schools—perhaps for the first time on a national scale—have become actively engaged in maintaining the native language of ethnic minority groups.

It has been found that bilinguals’ constant use of their different language practices strengthens the control mechanisms of the brain (the inhibitory control) and changes the associated brain regions

Bilingual speakers constantly select some features from their linguistic repertoire and inhibit others, relying on what psycholinguists call the executive function of the brain. Bialystok and her colleagues, who study how bilingualism affects the mind and brain, have used behavioral and neuroimaging methods to show that bilinguals, because of their constant use of two languages, perform better on executive control tasks than do monolinguals (Barac & Bialystok, 2012; Bialystok, 2011, 2015, 2016; Kroll & Bialystok, 2013).

Bilingual practices have been shown to strengthen certain cognitive mechanisms, which in turn may increase one’s creative potential.

In my opinion, dual language education is a great public good that ought to be developed everywhere, as it can positively transform a child, a family, a school, a community, and even a country. It is with this belief and with the conviction that parents can make a difference that I share this book in the hope that more bilingual programs will sprout in schools around the world.

Quoting Page 87: In 1978 a four-year study by the American Institutes for Research, sponsored by the USOE [U.S. Office of Education], concluded that most of the Hispanic students involved [in bilingual/bicultural programs[ were native speakers of English, that those who needed to learn English competence were not in fact acquiring it, that most bilingual programs were aimed at linguistic and cultural maintenance rather than learning English, and that the segregated Hispanic students who were already alienated from school simply remained so.

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