Bilingual education programs have been a fixture in the American public education system for many decades (Rovira, 1998). However, an enormous amount of controversy surrounds bilingual education which includes a variety of different educational models such as English as a Second Language traditional pull-out programs and two-way bilingual programs as well as immersion programs (Intercultural Development Research Association, 1997). For students entering the public school system with limited English language proficiency, bilingual education is one of the many ways available to schools that are interested in increasing skills and competency levels among the new generation of the United States workforce.
In 1998, California voters passed Proposition 227, terminating bilingual education in that state (Rovira, 1998). Unfortunately, eliminating bilingual education has the effect of placing students with limited English proficiency at a distinct academic disadvantage and later disadvantaging them occupationally. What bilingual education programs provide is an opportunity for students to master English while simultaneously learning curriculum and content in their first language. Many educators, including Rovira (1998) argue that students are enabled and empowered by being bilingual and that the American experience is strengthened by citizens that are capable of crossing languages and cultures.
Bilingualism prepares students for an increasingly global economy, promotes cognitive development and creative thinking, and instills pride (Rovira, 1998). Additionally, as Katz and Kohl (2002) have asserted, bilingual education serves to introduce immigrant and minority language group children to the materials and concepts they will require for academic success. English Only programs or legislation will ultimately have the effect of inhibiting the cognitive development and academic advancement of the hundreds of thousands
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