English-Only/Official vs. Bilingual Education/Bilingualism: A Critical Examination of Language Policy and Language Planning in the United States

Abstract

Linguistic diversity, a phenomenon that has existed in the United States since the beginning of its history as a nation, has become a highly contentious issue in recent decades. As a result of the continuous controversies over English-only/Official vs. bilingual education/bilingualism, language policy and planning have often come to the forefront of political debates in the United States. This paper critically examines U.S. language controversies within several dominant theoretical frameworks of language planning and policy. The examination indicates that under the tremendous impact of the dominant language-as-problem orientation, standard English, and English monolingualism, U.S. language policy is largely restrictive in nature, and heavily encumbered by politics and ideology. The real agendas underlying the language policy debates of the early 21st century are not about language per se; rather, they are more about immigration. Specifically, the source of language controversies lies in the more fundamental problems regarding social stratification and inter-ethnic competition, rather than the increased language diversity in the contemporary American society. This paper concludes with several proposed avenues to shape a more supportive and positive language policy in the U.S..