Why not Bilingual? Disparities in the U.S. Education System
Major
Hispanic Studies
Submission Type
Poster
Area of Study or Work
Educational Studies, Hispanic Studies(Spanish)
Expected Graduation Date
2024
Location
CNS Atrium, Easel 37
Start Date
4-15-2023 9:00 AM
End Date
4-15-2023 10:15 AM
Abstract
In this research project, I am investigating the inherent inequities that the US education system has in regard to Spanish bilingual education. This research is rooted in the political and policy debate surrounding Dual Language Programs vs. English Immersion Programs, which blossomed during the Reagan administration in the 1980’s. More specifically, I am interested in researching the disparity between the students who need bilingual support, and the teachers who are licensed to give that support. The 2020 Census shows that there is a notable increase in the Spanish-speaking population in the United States. This suggests a higher need for bilingual support within our education system. By examining the changes in the demographics outlined in the 2020 Census, I will be able to determine what geographical areas have the proper bilingual support and which areas are lacking. Research in bilingual education shows that language barriers can prevent students from receiving adequate education in the core subjects. Without the proper support, English as a Second Language (ESL) learners are placed at an extreme disadvantage compared to their native English-speaking peers. How can a student be expected to learn in an environment where they do not understand the primary language? In this research project, I will present the history of Spanish bilingual education, the specific geographical areas with improper bilingual support, and analyze how the lack of support is detrimental to the ESL students in these areas.
Why not Bilingual? Disparities in the U.S. Education System
CNS Atrium, Easel 37
In this research project, I am investigating the inherent inequities that the US education system has in regard to Spanish bilingual education. This research is rooted in the political and policy debate surrounding Dual Language Programs vs. English Immersion Programs, which blossomed during the Reagan administration in the 1980’s. More specifically, I am interested in researching the disparity between the students who need bilingual support, and the teachers who are licensed to give that support. The 2020 Census shows that there is a notable increase in the Spanish-speaking population in the United States. This suggests a higher need for bilingual support within our education system. By examining the changes in the demographics outlined in the 2020 Census, I will be able to determine what geographical areas have the proper bilingual support and which areas are lacking. Research in bilingual education shows that language barriers can prevent students from receiving adequate education in the core subjects. Without the proper support, English as a Second Language (ESL) learners are placed at an extreme disadvantage compared to their native English-speaking peers. How can a student be expected to learn in an environment where they do not understand the primary language? In this research project, I will present the history of Spanish bilingual education, the specific geographical areas with improper bilingual support, and analyze how the lack of support is detrimental to the ESL students in these areas.