Abstract
Richard Ruíz first developed the framework of language as a problem, as a right, and as a resource as a way of engaging how we examine language learning policies. This lens remains a useful tool in examining our national language learning policies. This article incorporates the academic work of additional scholars to define the United States’ practices, policies, and outcomes of language as a problem, as a right, and as a resource. Through the use of this framework, we realize that our nation’s bilingual education programs are generating monolingual and limited bilingual students. Equipped with an understanding that our nation is not approaching language as a resource, we must consider looking globally for examples that support generating bilingual and bicultural students.
Highlights
Richard Ruíz first developed the framework of language as a problem, as a right, and as a resource as a way of engaging how we examine language learning policies
United States monolingual and bilingual English policies, meant to provide the students access to the resources available to them and to gain the cultural capital to be successful, are the norm in our public school systems (Ochoa, 1995)
When comparing monolingual and bilingual policy approach from the United States and global perspective we find that the outcomes are much different
Summary
Richard Ruíz first developed the framework of language as a problem, as a right, and as a resource as a way of engaging how we examine language learning policies. Even when there are bilingual programs in place, the outcomes are generally transitional by moving students towards assimilating into the dominant society (Ochoa, 1995) We see this trend played out in public schools with mandated No Child Left Behind (NCLB) laws and within the country’s debate on immigration reform that includes learning English. United States monolingual and bilingual English policies, meant to provide the students access to the resources available to them and to gain the cultural capital to be successful (see Figure 1), are the norm in our public school systems (Ochoa, 1995). Scholars spend their lifetimes researching and writing about language policy. We need to encourage teachers, policy makers, academics, families, and students to join us as well in the struggle for language learning policy as a resource
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