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In addition, unlike what Yarborough had conceived, it provided no funding for permanent programs regarding students of LESA, as many people feared promoting a sense of entitlement in students and families benefitting from the act. Rather, it framed students of LESA as a "problem" that needed to be fixed. Many of these changes were in the wording and framing of the act, which ultimately did not recognize the importance of biculturalism or the benefit of bilingualism or even the link between language and culture. Īlthough the passage of the act was a bipartisan effort on behalf of Republicans and Democrats, it underwent significant changes between 19. and great psychological harm' caused by 'English-only policies, no Spanish-speaking rules, and cultural degradation'" that was evident in many schools at the time.
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When Senator Yarborough introduced the bill to the Senate in 1967, he envisioned it as a way of addressing the "'poor performance in school and high dropout rates. Culturally, it was argued in this time period that by teaching in a certain language it also taught specific values instead of just a way of communication. This placed a strain on the teaching pool available in 1968 and even today there is a shortage of teachers for these highly specialized positions. The act additionally opened up a larger need for teachers who could teach language and other content within a language besides English. And yet, in its final form when passed, it did not mention the important link between language and culture, leaving the language vague. Because the BEA in its original form promoted celebrating linguistic and cultural differences and diversity in the U.S., it in many ways challenged assimilationist theories and the "melting pot" concept of the U.S. Furthermore, it recognized that the federal government was responsible for educating immigrants to the US and opened doors for bilingual education projects on local, state, and federal levels.įurthermore, this legislation, successfully enacted into law largely thanks to the efforts of Spanish speakers, has become an important part of the "polemic between assimilation and multiculturalism" and the role that language education in our society. The BEA was an important shift away from the late 1950s anticommunist sentiment where anything foreign was suspect, which had destroyed many earlier local and state attempts at bilingual education. Its passage signaled "a shift from the notion that students should be afforded equal educational opportunity to the idea that educational policy should work to equalize academic outcomes, even if such equity demanded providing different learning environments." Īdditionally, it reflected changes in cultural perspectives towards diversity and immigration. The BEA was a significant piece of education legislation.
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Passed on the heels of the Civil Rights Movement, its purpose was to provide school districts with federal funds, in the form of competitive grants, to establish innovative educational programs for students with limited English speaking ability.
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While some states, such as California and Texas, and numerous local school districts around the country already had policies and programs designed to meet the special educational needs of elementary and secondary school students not fluent in the English language, this act signaled that the federal government now also recognized the need for and value of bilingual education programs in U.S.
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The BEA was introduced in 1967 by Texas senator Ralph Yarborough and was both approved by the 90th United States Congress and signed by President Lyndon B. The Bilingual Education Act (BEA), also known as the Title VII of the Elementary and Secondary Education Amendments of 1967, was the first United States federal legislation that recognized the needs of limited English speaking ability (LESA) students. Signed into law by President Lyndon B.Committee consideration by Education and the Workforce and Judiciary.Introduced in the Senate by Ralph Yarborough ( D- TX) on 1967.
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