English Only Policy is an issue of hot debate throughout the country. Many states have passed "English Only" laws, and more still are considering. Although opponents list several reasons for their position, the proponents of the policy by far present the most logical causes.
Bilingualism is a hindrance to learning English and a detriment to a child's short-term and long-term academic advancement, therefore it should be the only medium of instruction for second-language learners in public schools (Mora pp).
Using English exclusively is not only advantageous, but it does not harm the students in any way (Mora pp). Student should be weaned from their first language to ensure that they do not become "tethered" to their native language, for using the child's first language basically create a "cycle of native language dependency" that must be countered by English-only instruction, thus, parents should only speak English to their children at home (Mora pp).
However, opponents claim that students who attend school with a fully developed language other than English benefit from using their language as a medium of instruction (Mora pp). They believe that it is more beneficial for the child the learn information in his or her own language while learning English (Mora pp). It is said that with one year of intensive instruction, students can become proficient enough in English to function in mainstream classrooms (Mora pp). Even children at low levels of proficiency are capable of understanding normal classroom instruction, and teachers have to make only minor modifications in the instructional procedures to make the content comprehensible to students with limited proficiency in English (Mora pp). The objective of instruction is to teach English "quickly" in order to mainstream the students into the regular school program, because the more quickly they learn to read and write in English, the faster they will progress in school (Mora pp). Proponents argue that reading instructions in the native language actually...
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