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Statement on Bilingual education
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An AETA Position Paper
LANGUAGE ACQUISITION AND BILINGUAL EDUCATION
The Arizona English Teachers Association was founded in 1968 to further the teaching of English. In that regard, we recognize that English acquisition is an essential component of any bilingual education program in America, and that such a program should include the teaching of literature from the English-speaking world and of composition in English.
The Association also recognizes that, regardless of ethnic background, the cultural and linguistic knowledge that a student brings to school is a valuable educational resource. Moreover, we maintain that programs intended to eradicate first languages other than English can serve no legitimate educational purpose and historically have done great harm. Indeed, we view our state's heritage of cultural and linguistic diversity with great pride.
Nevertheless, we assert that all bilingual education programs, including developmental ones, must be designed to enrich individual students rather than to divide Americans into separate cultural or linguistic enclaves. Bilingual education should be a two-way street, and we support the principal that English-speaking students be provided with similar opportunities to learn a second language, particularly a language that is used in the region. In addition, parents should participate in policy decisions concerning the type of bilingual education offered in their schools and should retain the right to choose-in an informed manner-alternative programs for language acquisition.
Finally, we recognize that today's preponderance of empirical evidence from the research community presents a powerful and convincing case in favor of bilingual education. All other benefits aside, one singularly compelling finding is that bilingual education has emerged as the most effective way for language minority students to develop literacy in English.
Therefore, AETA affirms its support for quality bilingual education. We insist that teachers of English to language minority students secure the appropriate endorsements offered by the state. We encourage all English teachers to become familiar with the aims and methods of English as a Second Language and bilingual education programs. Finally, we assume the responsibility, as an NCTE affiliate, to work with other organizations in assessing the quality of English instruction in such programs.
The Association takes this position in support of the right to an equitable educational opportunity for all students.
30 October 1999
page updated: April 4, 2005