Language immersion is widely considered to be one of the fastest ways to learn a language. I personally can attest that it is very effective, having spent months living with Spanish-only households while attending Spanish immersion classes in Mexico. While that experience vastly improved my Spanish literacy, it did not however give me all the tools necessary to succeed in a Spanish-speaking country. I left comfortable and confidant with the language. And because I had background in English education I was able to apply my knowledge in advanced writing and language concepts to a new and unfamiliar language. Trying to learn unfamiliar concepts in a language you do not speak is incredibly difficult and overwhelming. Similarly, an English-only education does not adequately prepare an English as a second language (ESL) student to live the American dream. English literacy is essential to function in an English-dominated American population, however surface level language skills are not enough for any student to thrive in the American public school system.
The demand for trendy dual-language schools by privileged families is threatening the nation’s supply of dual-language educators, recruiting them away from the non-native English language learners who need them most. This pattern goes against core dual-language education values, catering to the desires of privileged families instead of educating English language learners to become part of the mainstream and embrace the American dream. According to Jennifer M. Ortman, chief of the Population Projections Branch of the U.S. Census Bureau, “the use of a language other than English spoken at home increased by 148 percent” between 1980 and 2009 (Ortman par. 2).
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The English-only or English immersion method approach to English as a Second Language educating is a tough-love approach. Its supporters argue that dual-language education wastes time and money. They believe that cost-effective English-only education better prepares English as a Second Language students for an Americanized world. English-only proponents argue that rapid assimilation is in the best interest of students. One English-only advocacy group, ProEnglish, argues that dual language education diverts valuable time from core classes as students focus on learning English. As a result, they must work much harder if they ever are to catch up academically. They argue that America is the most powerful nation, and English is the international language, which makes multilingualism and dual-language education irrelevant. ProEnglish further explains that “graduating from high school without fluency and literacy in English deprives students of opportunity in an English-speaking country” (Bilingual Education par 2). ProEnglish cites a Lexington Institute study, that shows that many of the highest performing students in public school systems started ' with little or no English,” demonstrating the success of immersion for English language learners (Bilingual Education par 6).
ProEnglish’s cost concerns are valid, but perhaps not well-informed. Because public dual-language schools provide specialized instruction, it is often assumed that they are more expensive than their monolingual counterparts. I would argue, however, that by not supporting dual language education, we may end up paying significantly more money over time. Students who cannot understand their teachers, for example, may not be able to learn. They may struggle to attain English literacy, become frustrated, and drop out of school. An Ed Week article observes that “English-only education works when students work hard and are smart” (Mitchel par. 4). Otherwise, the approach can result in underperforming or, worse, escalating school dropouts. These failures could potentially cost the American economy billions of dollars in the long run. As the old adage says, “If you think education is expensive, try ignorance!”
The English-only immersion approach is fast and effective if English fluency is your only goal. Professor Jim Cummins, a bilingual education and cognitive development researcher at the University of Toronto, argues that non-English-speaking students placed in an English-only classroom may not learn anything beyond surface-level language skills in either language. A dual-language education system allows English language learners to continue growing deeper cognitive skills in their native language, even as they learn English. Cummins argues that with well-implemented dual language programs the “minority language can be used as a medium of instruction,” and that the “students’ proficiency in the societal majority language does not suffer” because advanced language concepts, academic content, and learning strategies transfer across all languages (Cummins par 5).
English-only advocates promote assimilationist education practices, arguing that English is the international language, and we need to prepare students to succeed in an English-dominant America. In recent history English has been considered the international language, the language of business, of trade, and of foreign affairs and diplomacy. But this was not always the case and it may be changing again, with such powerful nations as China, Russia, and Germany increasing their global economic influence. China threatens our spot for the dominant language of trade and business. With the gap between the U.S. and the other prominent nations closing, the future looks increasingly multilingual. Bénédicte de Montlaur, cultural counselor of France’s U.S. Embassy, argues that multi-language skills are crucial for staying competitive in an increasingly interconnected world. “The future in America, and everywhere, is multilingual,” he writes (De Montlaur par 15). Dual language is a decisive advantage if the U.S. wishes to stay globally competitive in the future.
De Montlaur cites a recent Pew study finding that only “20 percent of K-12 students in America study a foreign language” compared with an average of 92 percent in Europe (De Montlaur par 15). He passionately argued in a New York Times Op-Ed that “in an increasingly global world, Americans should be adding, not slashing, opportunities for their children to learn another tongue” (De Montlaur par 14). If the next generation of Americans wants to actively participate in a multilingual world, dual-language and multicultural education is crucial. Dual language programs help English language learners achieve the English literacy and fluency needed to assimilate and take part in the American dream. Simultaneously, they allow English speakers to learn a new language, thereby helping American business and culture better compete worldwide. All students benefit from a dual-language program, better preparing them to function competitively in a culturally and linguistically diverse America and world.
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