Bilingual Education: An Overview

Publication Date: June 2001

Publisher: Library of Congress. Congressional Research Service

Author(s):

Research Area: Education

Type:

Abstract:

The U.S. Department of Education (ED) administers the Bilingual Education Act (BEA), the federal education program specifically intended for limited English proficient (LEP) children. The BEA, among other things, authorizes competitive grants for local school districts to assist them in educating elementary and secondary LEP students. The FY2001 appropriation for the BEA is $296 million. The BEA supports nearly 1000 projects nationwide.

The BEA plays a relatively modest role in the education of LEP children. In total, there are an estimated 3.4 million LEP children in the United States with only 12% served in BEA projects. Most LEP children are served in local, state, and other federal programs which address, at least in part, their special educational needs. These programs utilize a wide array of instructional models for LEP children. Although conceptually distinct, many of these models are difficult to distinguish in practice. Fundamentally, these models may be differentiated by the role of the child’s native language. At one end of the spectrum, bilingual education projects use the native language for both English acquisition and academic learning in all subjects. Toward the other end of the spectrum, English as a Second Language (ESL), sheltered English, and immersion projects may place very little emphasis on the native language while expecting a relatively rapid grasp of English. The most recent estimate available is that states spend at least $690 million on LEP children for bilingual education and ESL training. The Elementary and Secondary Education Act (ESEA) Title I program for educationally disadvantaged children is reported to reach 1.5 million LEP students.

Congressional interest in the BEA centers on the appropriate federal role in meeting the special needs of the LEP population. In particular, attention is focusing on questions such as the role of the native language in instructing LEP children and how long it takes LEP students to master English.

The Congress considered several proposals to reauthorize the BEA in the 106th Congress. The 107th Congress has again been considering legislation to reauthorize the Elementary and Secondary Education Act (ESEA), including the BEA. H.R. 1, the “No Child Left Behind Act of 2001” was passed by the House on May 23, 2001. S. 1, the “Better Education for Students and Teachers Act” was reported in the Senate Committee on Health, Education, Labor and Pensions, and is currently under consideration, as amended by SA358, in the Senate. Both bills would establish consolidated formula grant programs for the education of LEP students and would emphasize increasing LEP students’ English proficiency as quickly as possible. The bills would also require annual assessments of LEP students’ English proficiency and testing of LEP students in English after 3 years. Issues surrounding the schooling of LEP children may continue to develop as the reauthorization discussions continue.