Bilingual Education The first federal Bilingual Education Act (BEA) was signed into law in 1968. This study sought to determine what effects the BEA had on local and state school districts in California, some who had previously initiated programs to address the Limited English Speaking (LES) students who were becoming an integrated part of the educational system in California. The study is important to the proposed paper in that it shows

Bilingual Education in Los Angeles According to the Los Angeles Times articles, "Hundreds Wait for Bilingual Education," by Louis Sahagun and Nick Anderson (October 23, 1998), there are hundreds of students awaiting arrangements for bilingual classes; these students' parents have petitioned the Los Angeles (LA) school system to provide the resources and facilities their children need to learn the English language outside of total immersion classrooms. This article examines the impact

Bilingual Education America is a land of immigrants and has, therefore, always required bilingual education programs in some form or the other. In fact, bilingual education programs have existed in America since the late eighteenth century, when European immigrant children received educational instruction in their native languages. Recently, however, the issue of bilingual education appears to have grown somewhat contentious. This is evident by the initiatives taken by the States of

The factors affecting cost are numerous and not always easily identifiable; in addition to the purchasing of bilingual textbooks and other instructional supplies, there is often a perception that bilingual instruction leads to a greatly increased workload and number of class hours, and therefore a greater overall strain on the often-tight budgets of public education institutions and districts (Mora 2006). It is primarily the transitional costs, however, that many

In terms of efficacy, Krashen addresses the position that bilingual education is not as effective as suggested by its proponents. The evidence presented by this position is however not sufficiently convincing to make a substantial case for immersion programs as being superior to bilingual curricula. Krashen admits that there are still a number of problems associated with bilingual education that need to be addressed. The largest of these is the accessibility

While students in two-way immersion programs and other bilingual education programs may have the occasion to feel bored when they are not be instructed in their language, teachers can create an environment in which they are stimulated. The National Association for Bilingual Education (2004) notes that the involvement of parents, materials provided by the school, and the support that the program gets are all important factors in the success