The Bilingual Education Act (BEA) is the result of immigration restrictions dating back to 1921 that limited the number of immigrants from non-European countries. It was not until 1965 that such restrictions were lifted and America saw the influx of non-European immigrants. This meant that there was also an increase in students who did not speak English as their first language. Already in place was the Elementary and Secondary Education of 1965, however to accommodate the rapid increase of limited English speaking students, the bill was then amended to include the Bilingual Education Act of 1968 title VII. This act set in place federal funding to schools of low income that wanted to create programs for these students in their native language.
In 1994, the BEA was reauthorized to in an effort to continue to provide an equal education to all students of limited English proficiency. This reauthorization included the ability to use title VII funds and title 1 funds congruently as a way to increase support of ELL students. It also redefined student eligibility to reach a broader spectrum of students, it set new goals to help promote and foster the use of both English and a student’s native language to ensure success. Funding was changed in which priority was given to certain schools and programs. Lastly, instead of federal control of funds, the locus of control was released to the local education agency.
What does this mean for:
Students
Gave all student minorities, specifically Spanish speaking students, equal opportunities in school to ensure that all students were successful, and not given the "special education" label because they did not speak English.
Provided inclusion of parents through several projects
Allowed students to have a voice in the class
Students could no longer fail class because they did not speak English
Teachers
Made educators aware of what students of limited English profiency went through, and changed the thinking for many
Encouraged instruction in languages other than English
Enabled professional development for teachers of students of limited English proficiency
provided resources to teachers to better serve students
Education
Prompted cultural awarness among schools and the nation
Eventually, included all minority students, not just Spanish speaking students, making programs more accessible
Changed the face of education in America to help ensure equal opportunity
This act is the reason why we have ESOL programs in place for all minority students
In 1994, the BEA was reauthorized to in an effort to continue to provide an equal education to all students of limited English proficiency. This reauthorization included the ability to use title VII funds and title 1 funds congruently as a way to increase support of ELL students. It also redefined student eligibility to reach a broader spectrum of students, it set new goals to help promote and foster the use of both English and a student’s native language to ensure success. Funding was changed in which priority was given to certain schools and programs. Lastly, instead of federal control of funds, the locus of control was released to the local education agency.
What does this mean for:
Suggested Additional Readings
Elementary and Secondary Education Act
Bilingual Education Act
The End of the BEA
References
Orr, A. (2011, May 7). Bilingual Education Act of 1968. Retrieved June 17, 2015, from http://immigrationinamerica.org/379-bilingual-education-act-of-1968.html
Stewner-Manzanares, G. (1988). The Bilingual Education Act: Twenty Years Later. New Focus, 6. Retrieved June 19, 2015, from
http://www.ncela.us/files/rcd/BE021037/Fall88_6.pdf
Wiese, A., & García, E. (1998). The Bilingual Education Act: Language Minority Students and Equal Educational Opportunity. Bilingual Research Journal, 22(1), 1-18. Retrieved June 17, 2015, from http://staffwww.fullcoll.edu/dpeterson/courses/eng100/eng100sp08/wiese.pdf