Language Barriers

Language barriers can impede the educational progress of minorities. The United States is facing the challenge of language barriers in the way of educational progress of minorities. There are approximately 3.5 million children who are not proficient in English language due to their different native language.
The United States has received maximum number of new arrivals in 1960s. these arrivals included refugees, illegal and legal immigrants and migrants. As a result, number of enrolled students increased significantly and a large number of new comers were admitted in the public schools of the United States.
These newly enrolled students were from different nations so they were proficient in their native languages but their proficiency level regarding English language was very low or none. There were not/hardly able to speak English. To overcome this challenge, several educational policies, and legislation and court decisions were made (Berman et al, 1992).

The Bilingual Education Act of 1968, Title VII of the Elementary and Secondary Act was the first step that was taken to overcome the challenge of language barrier. The purpose of this Act was to make sure that all the Mexican American children learn to speak English to an extent that can enable them to actively participate in their educational activities. The role of this Act was later expanded to overcome the language barrier of all non-English speaking children. It is shown in Chavez, (1991, p. 11-12): “It is not the purpose of the bill to create pockets of different languages through the country … but just to try to make those children fully literate in English”.
Several steps were taken to overcome the language barrier. The purpose of all the steps was to enable all non-English speaking children to speak English fluently. An example of such as decision was made in Lau v. Nichols (1974) when the United States Supreme Court declared that every non-English speaking child has got the right to get special assistance in learning English. It stated:
There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education. … Teaching English to the students of Chinese ancestry who do not speak the language is one choice. Giving instruction to the group in Chinese is another. There may be others. (Chavez, 1991, pp. 14-15)
A large number of Limited English Proficient students are enrolling in the 10th grade test. It was also found that the number of Hipic high school graduates was very less all over the country. This was due to large number of students who were dropped out of the school. Although there have been several efforts to improve the English language of non-English speaking students specially Hipic students but it is found that despite all these efforts, the drop out rate of Hipic students has not decreased to a significant extent (Hipic Dropout Project, 1998).
English language learners are usually exempted from appearing in the assessments that are done for native English speakers. It is quite unfair because non-English speaking students are left behind. It is suggested that non-English speakers should also be allowed to appear in the same assessment programs that are done for English speakers. This will help the non-English speakers to get out of the feeling of left out and they will progress a breast with native English speakers.
Berman, P., Chambers, J., Gandara, P., McLaughlin, B., Minicucci, C., Nelson, D., Olsen, L, & Parrish, T. (1992). Meeting the challenge of language diversity: An evaluation of programs for pupils with limited proficiency in English. Berkeley, CA: BW Associates.
Chavez, L. (1991). Out of the barrio: Towards a new politics of Hipic assimilation. New York: Basic.
Hipic Dropout Project. (1998). No more excuses: The final report of the Hipic dropout project. Washington, DC: U.S. Department of Education.
Lau v. Nichols, 414 U.S. 563 (1974).

Don't use plagiarized sources. Get Your Custom Essay on
Language Barriers
Just from $13/Page
Order Essay
Place your order
(550 words)

Approximate price: $22

Calculate the price of your order

550 words
We'll send you the first draft for approval by September 11, 2018 at 10:52 AM
Total price:
The price is based on these factors:
Academic level
Number of pages
Basic features
  • Free title page and bibliography
  • Unlimited revisions
  • Plagiarism-free guarantee
  • Money-back guarantee
  • 24/7 support
On-demand options
  • Writer’s samples
  • Part-by-part delivery
  • Overnight delivery
  • Copies of used sources
  • Expert Proofreading
Paper format
  • 275 words per page
  • 12 pt Arial/Times New Roman
  • Double line spacing
  • Any citation style (APA, MLA, Chicago/Turabian, Harvard)

Our guarantees

Delivering a high-quality product at a reasonable price is not enough anymore.
That’s why we have developed 5 beneficial guarantees that will make your experience with our service enjoyable, easy, and safe.

Money-back guarantee

You have to be 100% sure of the quality of your product to give a money-back guarantee. This describes us perfectly. Make sure that this guarantee is totally transparent.

Read more

Zero-plagiarism guarantee

Each paper is composed from scratch, according to your instructions. It is then checked by our plagiarism-detection software. There is no gap where plagiarism could squeeze in.

Read more

Free-revision policy

Thanks to our free revisions, there is no way for you to be unsatisfied. We will work on your paper until you are completely happy with the result.

Read more

Privacy policy

Your email is safe, as we store it according to international data protection rules. Your bank details are secure, as we use only reliable payment systems.

Read more

Fair-cooperation guarantee

By sending us your money, you buy the service we provide. Check out our terms and conditions if you prefer business talks to be laid out in official language.

Read more

Order your essay today and save 20% with the discount code WELCOME