Policy brief: Bilingual education

Abstract

This brief analyzes bilingual education policy at the federal level within the context of the policy’s equity, efficiency, effectiveness, political feasibility, and quality. The narrowing of bilingual policy brought about by the 2001 reauthorization of the Elementary and Secondary Education Act (renamed the No Child Left Behind Act), as well as passage of English-only laws in three states, is juxtaposed
against the growing body of research that favors the simultaneous development of both a home language and English as critical for achievement of English language learners (ELLs). Recommendations are made with respect to policy alternatives that may now be emerging for states and school districts in light of the U. S. Department of Education’s NCLB waiver program, using proposed changes in New York State and recommendations in the literature as examples of the potential for change.