Bilingual education has existed in various forms throughout the history of the U.S. as the nation has sought to educate non-English speaking immigrants and their children. Recognizing the linguistic diversity in public schools, Congress passed the Bilingual Education Act of 1968, which initially funded language programs for non-English speaking students. With a heightened awareness of diversity and America's expanding immigrant population, bilingual education became increasingly concerned with maintaining cultural identity and teaching in the students' native language.

As bilingual programs grew larger through the 1970s and early 1980s, they became increasingly controversial among many voters. In 1998, Proposition 227 was passed in California, virtually terminating bilingual education in California's public schools. A similar measure is expected to pass in Arizona in 2000.

Current bilingual education methods involve teaching students a number of school subjects in their native tongue, while they are being taught intensive English. The goal is to teach language-minority students English, while phasing them into English-only classes. Critics of this transitional method promote an "immersion" approach, in which non-English speaking children would be taught all their classes in simplified English.

In August 2000, the New York Times reported that since the California referendum passed, the average reading scores of students who were "limited in English" have increased 9 percentage points over the last two years, from the 19th percentile to the 28th percentile. Some former proponents of bilingual education have taken this as proof that "immersion" classes are actually beneficial for non-English speaking students. Others question the nature of the testing, which is clearly intended to benefit students who speak English; and contend that despite small gains, this program will prevent further advances for many non-English speakers.

On One Hand...

Bilingual education is an expensive program that has lost sight of its original purpose. While the act was funded initially as a way of removing language barriers, it has failed to teach English to Limited-English-Proficient (LEP) students, and many participants remain non-proficient in English despite years in the program. The program threatens to divide the student population by slowing down and actively discouraging the process of assimilation. English is key to the nations' cohesion and advancement. The current transitional program should be replaced with total English immersion classes.

On the Other Hand...

Bilingual education effectively teaches English to LEP students while preventing them from falling academically behind their English-proficient schoolmates. While English and assimilation are vital, a child's native language is essential to maintaining links with family and community. The program helps maintain a student's sense of ethnic identity, without interrupting educational development by forcing them to function at a lower age and grade level. Thrusting LEP students into English immersion classes hampers their academic advancement and may prove costly if those students later develop special education needs due to English proficiency problems.

• Limited-English-proficient (LEP) and language-minority are two commonly used terms referring to children and students for whom English is not their native or first language.

• Total immersion classes teach students using simple English words and phrases.

• According to the U.S. Department of Education, over 150 languages are currently spoken by students attempting learn English in public schools.

• A majority of LEP students enrolled in bilingual education programs are from low-income families.

• Over three million ELP students are currently enrolled in bilingual classes this school year.

• Spanish is the first language for three-fourths of ELP students.

National Research Council, Education Week, U.S. News & World Report, U.S. Department of Education