I remember the first time I saw the movie “Stand and Deliver.” I was inspired by the teacher who changed the lives of so many students. The students of Garfield High School in East Los Angeles, primarily Latino, had little chance of success in life. Jaime Escalante, a brilliant math teacher and confidante, turned their lives around. The story was a true one. So, when Mr. Escalante agreed to become the Honorary Chair for the “English for the Children” campaign and came out vehemently supporting the initiative, to be appearing on the June ballot, I gave the proposition a serious look.

I hope many of you came to the debate the Associated Students put together on February 3. Ron K. Unz, a co-author of the initiative, and Kelly Hayes-Raitt, a major opponent to the measure, discussed the issue at length in the Theater. We were honored to have them and they clarified more than a few details I was wondering about.

In the increasingly global nature of business, technology, and even cjust social interactions, having a second, or even third, language up one’s sleeve is definitely more than beneficial. The speed and accuracy of worldwide communication has made bilingualism even more important. Not just globally, but within our own community as well, one sees an ever growing need for fluency in multiple languages to cross linguistic and cultural lines.

Undoubtedly, such knowledge is indispensable. Nevertheless, many often dismiss or take for granted the significance of a solid grasp of English. It is true that English has never been the official language of America, but the fact that English has become the unofficial international language cannot be dismissed either. In a country as obscure as Bhutan, a protectorate of India in the Himalayas, where there are hundreds of tribal dialects, the people rely on English to be able to communicate effectively. English is the international language in aviation. English is recognized and taught around the world.

Despite this seemingly growth in the importance of English, American schools are teaching less and less of the essential language. The so-called “bilingual education” programs used throughout schools across the nation teach so little English that they are effectively monolingual Spanish programs, as they are generally aimed at educating Latino youths. The program, as opposed to being a truly “bilingual” setting, utilizes very little time out of the school day to teach English, if at all.

We all have experiences as a child. We know for a fact, linguistic, sociological, and psychological studies agree, that children learn languages much faster than do adults. So, shouldn’t the simple answer be to teach English while the children are still capable of absorbing a language quickly?

Latino high school dropout rates are among the highest and young Latino students are being trapped in a dead-end program. No wonder why the future is bleak. The failure of thirty plus years of the program to educate Latino children should not be allowed to continue.

Although the initiative may not solve the problem completely, it deserves some consideration for its merits. It picked up an issue long neglected; it brought a state legislature out of apathy (since the initial fanfare for the initiative, the California legislature is crafting their own legislation to change the failing bilingual education programs); it brought attention to the education system; it is giving the voters a chance to help the children of the state.

If bilingual education programs are finally rectified, they would truly foster bilingualism. Otherwise, upcoming generations might need to go to Bhutan to learn English.



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