By Rosemary C. Salomone
How can colleges meet the wishes of an more and more different inhabitants of newbies? Do bilingual courses support teenagers transition into American lifestyles, or do they preserve them in a linguistic ghetto? Are immigrants who preserve their local language tired of being American, or are they dedicated to altering what it potential to be American? during this bold ebook, Rosemary Salomone makes use of the heated debate over how top to teach immigrant young children with the intention to discover what nationwide identification capacity in an age of globalization, transnationalism, and twin citizenship. She demolishes renowned myths—that bilingualism impedes educational good fortune, that English is below risk in modern the United States, that immigrants are reluctant to profit English, or that the ancestors of today’s assimilated american citizens had all to achieve and not anything to lose in leaving behind their kinfolk language. She lucidly unearths the little-known legislative heritage of bilingual schooling, its dizzying diversity of meanings in numerous colleges, districts, and states, and the trouble in proving or disproving even if it works—or defining it as a felony correct. In eye-opening comparisons, Salomone means that the simultaneous unfold of English and the rush towards multilingualism in western Europe supply monetary and political benefits from which the U.S. might study. She argues eloquently that multilingualism can and will be a part of a significant schooling and liable nationwide citizenship in a globalized international.
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Extra info for True American: Language, Identity, and the Education of Immigrant Children
Sample text
A key strategy in the NAC’s “English First” campaign was to engage industry. Beginning with a wellplanned citywide experiment in Detroit, the NAC convinced employers to provide inducements for workers to attend evening classes. Some employers threatened to fire workers who did not attend. Others offered minimal wage increases as a reward for attendance. ”73 The NAC initially presented Americanization in terms of mutual obligations: the foreign-born would adopt the English language and American ways, and the native-born would accept the immigrants as equal partners in a common destiny.
L. 91 In 1920, Nebraska was the first state to establish English as an official language by constitutional amendment. Three years later, Illinois was the first to declare “American” (changed to “English” in 1969) the official language by way of statute. 95 Some states, like Texas and Nebraska, even imposed criminal penalties on teachers found using a language other than English in the classroom. 96 Such radical efforts to stamp out any trace of foreign background, especially language, engendered resentment and hostility among many immigrants who up to that time had been eager to learn English in order to advance economically.
75 The following year the government placed “Americanization as a War Measure” before the American people. In his opening remarks to a conference convened in 1918, Secretary of Interior Franklin K. Lane invoked Americanization as a religious crusade. ” He cautioned the nation’s leaders that the recent downfall of Russia, with no sense of nationality, high illiteracy, and no means of appreciating democracy among its people, should serve as a warning lest a similar fate befall America. Among the resolutions passed was a recommendation that all schools conduct all elementary instruction only in English.
