Restrictive Language Education Policies and Emergent Bilingual Youth: A Perfect Storm With Imperfect Outcomes

Abstract

This article focuses on 2 recent policy changes that have resulted in increased English-only instruction in US schools, with detrimental effects for emergent bilinguals (also known as English language learners): (a) statewide antibilingual education mandates in California, Arizona, and Massachusetts; and (b) the federal passage of No Child Left Behind (NCLB). The causal link between antibilingual education state policies and English-only instruction is transparent, yet NCLB likewise restricts the use of languages other than English in instruction. To support this argument, I share research recently conducted in New York City that demonstrates how the accountability requirements of NCLB have resulted in the dismantling of numerous bilingual education programs. Although restrictive language education policies have been adopted in US schools in the name of improving academic outcomes for emergent bilinguals, this article shares data highlighting how these policies have failed to deliver on their promises, and concludes with implications for future policies.