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Column illustrated bilingual education's failure By: Louis F. Villanueva
What a great opportunity for me! I want to congratulate, commend, and thank Editorial Page Editor John Lankford for his excellent July 13 column on the truth about bilingual education. Much of what I believe and hold as truth was covered in this column. There were comments that I have wanted to shout loud enough for everyone to hear. My sincere hope is that those in the Santa Barbara School District, who are desperately clinging on to this miserably failed concept, will read and understand Lankford's column. Lankford uses excellent examples on the failure of bilingual education. One such example is his use of the numbers of English proficiency. Even after a fourfold increase for 1996 to 164 non-English-proficient students making it into the more fluent category, this increase was only a small percentage of the 2,810 limited English-proficient students. This insignificant increase is nothing to be proud of; it is a public embarrassment. As an American of parents born in Mexico, I can speak with personal experience to the issue of bilingual education. While much hard scientific data is now available against bilingual education, I will offer factual personal commentary. Lankford was rightfully concerned as to how he was to address this issue without being labeled a racist. Since I am Hispanic, and am not concerned about being labeled racist by his skewed small group of radicals, I will speak freely. From birth to the age of 5, I spoke very little English. However, I am a product of full immersion into English as the kindergarten level. Lankford is correct; for a short time I fumbled around learning English. Oh, but how great and exciting it was after several months! I found that I could even help teach my father how to speak English so he could take and pass his citizenship test. I firmly believe that, because I became proficient in English, my teachers at Santa Monica City College recommented that I apply for a special scholarship to Stanford University. I was granted the George F. Baker (a private citizen) scholarship, which paid all expenses. As a result of a good education in geology and engineering, I became a taxpaying citizen who has made positive contributions to my family, church, community and country. Most Hispanics want their children to learn English as soon as possible so that their children will do well in school and in their careers. I am angered at radical, vocal groups like the Mexican American Legal Defense and Education Fund promoting their political agendas at the expense of poorly educated Latino children. Bilingual education fosters insecurity and low self-confidence and is a prescription for failure for the Hispanic youth. When they cannot speak English well, they do not join Scouts, the school band, and other community activities. They do not feel accepted as part of our city or country. That is why very few Latinos (14 percent) took the SAT test for college in 1996 in comparison to 47 percent of Asians. Asians have no bilingual programs, so learn English quickly and become part of the community. During my professional career, I worked in another country, where my children were required to learn the language of the country. No exceptions were made. I am pleased to read that there are finally some school districts within California, like Westminster, that are having bilingual education requirements waived. I am also glad to read that Ron Unz and Gloria Matta Tuchman are leading an effort for a November 1998 ballot initiative to end bilingual education once and for all. The Latino student is just as smart as any other student and deserves a chance to prove it. Lankford's column gives me great hope for the future. |