programs coordinator at the graduate center in New York and commendably contributed to the success of Luso-Brazilian and Hispanic Literatures in the university. She has conducted several studies to investigate how foreign students are affected by the American education system, predominantly the challenge of coping up with a new educational culture and language.
The authors pinpoint that bilingual education started receiving widespread support in the USA in late 1960s. The upsurge in number of students coming from Puerto Rico and Mexico and the wave of civil rights movement instigated the government to provide additional funding for educational programs to facilitate knowledge acquisition through English.
Several acts such as ESEA (elementary and secondary education act) were formulated and implemented to force government and institutions to prepare bilingual teachers who will aid in the facilitating success of the educational programs (Bartlett & García, 2007). In 1974, the Bilingual Education Act constricted the goal of bilingual education to Transitional Bilingual Education where students received thorough instructions through English, implying that not only limited English speakers were to learn the language but the entire student fraternity. However, for the first 3 years, content was delivered in English as students prepared to start sedate English classes.
In 1990, Americans started disapproving the use of educational resources to teach in other languages other English. Americans perceived phonological proficiency in English as an emblem of unity and fidelity to the state, and started demanding that immigrants drop their native languages and espouse into the American community by learning English. The high rate of Latino drop outs and their failure to be intellectually competitive was blamed on bilingual education, further arguing that it led to discrimination of English learners within schools. Currently,