[lg policy] resources: U.S. Language Policy: History & Background

[Harold Schiffman]

U.S. Language Policy: History & Background
Carnegie Corporation

As we have gathered resources related to ELL policy for the web, we
have found it helpful to delve a little bit deeper into the history of
U.S. language policy. We are fortunate to have found two excellent
titles from Caslon Publishing that offer a user-friendly overview and,
with Caslon's permission, we have reprinted key excerpts from the
following:

    Foundations for Multilingualism in Education by Ester de Jong (2011)
    Foundations for Teaching English Language Learners: Research,
Theory, Policy, and Practice by Wayne Wright (2010)

Foundations for Multilingualism in Education
Foundations for Multlingualism in Education: from Principles to Practice

In Chapter 5 of Foundations for Multilingualism in Education, Ester de
Jong shares an overview of the history of language policy in the
United States, from the multilingualism in pre-colonial North America
to contemporary legislation and political movements in the 21st
century.
Early Years: Tolerance and Repression

This excerpt explores the wide ranging language policies in the 18th
and 19th century, from colonial acceptance and encouragement of
multilingualism to later repression of the languages of Native
Americans and African slaves.
Immigrant Era

This excerpt discusses the debate around language and language
instruction at the beginning of the 20th century, in the midst of
unprecedented waves of immigration to the U.S.
Return to Bilingual Education

This excerpt explores the 20th-century language policies that emerged
after World War II, early bilingual education programs, and the
Bilingual Education Act of 1968.
Toward a Monolingual USA?

This excerpt explores contemporary language policy, including No Child
Left Behind and the English-Only statewide ballot initiatives in
California, Arizona, and Massachusetts. In addition, de Jong explores
the complexities of historic and modern attitudes towards language use
and instruction throughout the U.S.

de Jong, Ester. (2011). Foundations for Multilingualism in Education.
Excerpt from Chapter 5, "Language Policy in the United States." (pp.
126-138). ©Caslon Publishing. Printed with permission, all rights
reserved.
Foundations for Teaching English Language Learners: Research, Theory,
Policy, and Practice
Foundations for Teaching English Language Learners: Research, Theory,
Policy, and Practice

In Chapter 3 of Foundations for Teaching English Language Learners:
Research, Theory, Policy, and Practice, Wayne Wright provides an
introduction to legislation and Supreme Court rulings that affect
English language learners and explores their implications in the
classroom.
No Child Left Behind & Title III

This excerpt offers an introduction to No Child Left Behind
legislation for English language learners, including information on
accountability, assessments, English language proficiency standards,
and implications for ELL identification and instruction.
Supreme Court Rulings Regarding English Language Learners

This excerpt summarizes the landmark Supreme Court Cases that have had
significant implications for ELLs. In particular, Wright focuses on
cases relating to segregation, the right of communities to teach their
native languages to children, and the linguistic and education needs
of ELLs.

Wright, W. E. (2010). Foundations for Teaching English Language
Learners: Research, Theory, Policy, and Practice. Excerpt from Chapter
3, "Language and Education Policy for ELLs." (pp. 70-76). © Caslon
Publishing. Printed with permission, all rights reserved.

http://www.colorincolorado.org/policy/history/

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