THE INVOLVEMENT OF THE FEDERAL GOVERNMENT IN PROVIDING PUBLIC INSTRUCTION FOR NON-ENGLISH-SPEAKING PUPILS FROM 1800 TO 1980

With this study the researcher looked at the legal and historical development of the education of non-English-speaking pupils in the public schools. In addition to citing federal laws, regulations and court decisions, the researcher reviewed the work of the Office for Civil Rights in implementing federal legislation.; In looking at the historical evolution of bilingual education in the United States through the actions of the federal government, the researcher attempted to clarify the issues involved in educating non-English-speaking pupils, and place in perspective the concept of bilingual education in order to see the origin of its development and ultimate acceptance as a valid educational approach for the United States Federal Government.; Some conclusions from this study are summarized in the following statements: (1) Contrary to a popular misconception the history of bilingual education in the public schools began in the early 1800's rather than in the mid 1960's. It is estimated that one million pupils attended public bilingual schools during the 1800's. (2) The principal support for bilingual education has come from those people who view it as a means of providing equal access to education for everyone. (3) The landmark decision in bilingual education, Lau v. Nichols, requires schools to institute programs which would provide non-English-speaking pupils with some sort of meaningful education. However, the Lau decision was significant for in that the court did not specify a particular course of action to remedy the educational problem of non-English-speaking pupils in the public schools. (4) The reasons for implementing bilingual education in the public schools have changed over the past century. During the 1800's it was introduced into the public schools in order to maintain the language and culture of German immigrants, however, during the 1960's it was used as a means of giving compensatory education to Hispanics and other non-English language groups whose academic success in school was far below that of the majority population.; The findings of this study led to the following recommendations: (1) Much of the discussion about the merits of bilingual education programs for non-English-speaking pupils avoids the perspective of the history of the concept. Since such a perspective provides an understanding of bilingual education and its possible future, it is necessary to view it in the context of past and present events. (2) By referring to the history of bilingual education in the United States, superintendents and school boards can allay fears of many people who view bilingual education as a frill or current fad that is being touted by civil rights groups. Superintendents should be aware of the history of the movement so that they can present a clear case for it in their school district. Finally, as a projection for the future, bilingual education in the United States will be influenced by the social and political factors of the 1980's as those factors similarly affected bilingual education during the late nineteenth century and early twentieth century.