Photo credit: hechingerreport.org
This story was originally published by CalMatters. Sign up for their newsletters.
In 1953, Bárbara Flores began her educational journey at Washington Elementary School in Madera, California, a locale characterized by its agricultural backdrop. Excited by her family’s encouragement—You’re going to learn a lot. You’re going to like it—young Flores was eager to embrace her school experience.
However, her enthusiasm quickly diminished upon arrival.
“I walked out,” Flores recounted recently, her emotions keenly palpable. Arriving at her grandmother’s home nearby, she expressed her frustration: “Son mentirosas,” she proclaimed. “No entiendo nada. Y jamas voy a regresar.” You’re liars. I don’t understand anything. And I’m never going back.
Flores, who spoke only Spanish as a result of her upbringing as the granddaughter of Mexican immigrants, felt alienated in her new environment. Despite her family’s hopeful projections, her experience was marred by a lack of cultural acceptance. After her initial rebellion, Flores’ mother confronted the teacher: Aren’t you paying attention? My daughter walked out. The teacher’s dismissive response further entrenched the family’s plight: All these little Mexican girls look alike. I didn’t notice.
This fall, Flores returned to her elementary school, now a transformed space where Spanish is a celebrated part of the curriculum. Whereas she once faced punishment for speaking her native language, the current educational framework actively promotes bilingualism and cultural pride.
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Today, Washington Elementary embraces a dual-language immersion approach, preparing students to graduate fluent in both Spanish and English. As Flores describes this significant shift, her astonishment is apparent.
“We were punished for speaking Spanish,” she continued. “We were hit with rulers, pinched, our braids were pulled. Now the whole school is dual-language.”
The journey to this point, however, has been anything but straightforward. Flores recalls a time when California enforced English-only education policies tracing back to the 19th century. Yet, change began to arise as Ronald Reagan repealed such laws during his governorship, ushering in a new chapter that recognized the merits of bilingual education amid the Civil Rights Movement. This progress faced setbacks during the anti-immigration movements of the 1990s, leading voters to ban bilingual education through Proposition 227 in 1998. It wasn’t until 2016 that this prohibitive measure was overturned.
Studies have consistently shown advantages associated with bilingual education, including faster acquisition of English, higher standardized test scores, and increased graduation rates. Since 2016, California has positioned itself as a proponent of bilingualism, yet the recovery has lagged due to declining enrollment in bilingual-teacher preparation programs and inadequate legislative support for revitalizing these initiatives.
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In stark contrast, Texas has successfully implemented bilingual education solutions, enrolling 40% of its English learners in bilingual classrooms in comparison to California’s 10%. This disparity highlights the states’ differing commitments to supporting bilingual education.
Flores observes that in 1987, she could not have foreseen this divergence, as both states once mandated bilingual education. As a professor, she was instrumental in establishing bilingual education teacher training programs at Cal State San Bernardino. Her home state had every opportunity to lead in this arena.
The English-only years: 1998 to 2016
By the late 1990s, Flores’ bilingual teacher preparation initiatives had gained momentum, nurturing future educators to effectively teach reading and writing in multiple languages. However, as Proposition 227 gained traction, mandated English-only instruction disrupted the progress, halting bilingual programs across the state.
Flores witnessed firsthand the detrimental effects of this shift. Districts rapidly dismantled bilingual curricula, with many educators discarding valuable Spanish-language resources. The few remaining bilingual programs relied heavily on community advocacy, especially in districts like San Bernardino, where local support sustained bilingual education despite statewide opposition.
The educational benefits of bilingual programs further reinforced the need for their existence. Research has supported the effectiveness of dual-language instruction, demonstrating that students enrolled in these programs significantly outperform their peers academically.
Patricia Gándara of the UCLA Civil Rights Project has dedicated her career to highlighting the multilingual advantage. She expresses concern over the narrow interpretations that view bilingual education solely as a means to facilitate English acquisition for non-English speakers, arguing that this perspective overlooks the broader benefits associated with bilingualism.
“That’s a very shortsighted view,” Gándara remarked, underscoring that children who receive robust bilingual education are more likely to excel in higher education and secure well-paying jobs.
In the midst of these challenges, affluent families increasingly recognized the positive implications of bilingualism and began advocating for dual-language programs, as demonstrated in Glendale Unified School District’s successful initiative that welcomed predominantly native English speakers.
Immigrant families, however, remain hesitant to enroll their children in bilingual programs, fearing it might impede English language acquisition. Addressing these misconceptions has been a priority for educators, with many emphasizing that bilingual education can enhance language learning outcomes overall.
In Madera Unified School District, administrators began advocating for dual-language programs as a means to address underperformance among immigrant students. This initiative garnered support from a diverse coalition of community members, helping reshape public opinion across the district.
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In 2016, California voters overwhelmingly endorsed Proposition 58, signaling a collective desire to restore bilingual education, with public sentiment shifting towards valuing linguistic diversity. As Flores reflects, “It was a relief we [could] finally move forward for our children. We lost a whole generation of kids—quite a few generations, really—because of English-only.”
A limping recovery: 2016 to 2024
Although Flores retired in 2019 after a four-decade career shaping future educators, the repercussions of past policies linger, evident in the critical teacher shortages faced by bilingual education programs throughout California.
Gándara points out the ramifications of the teacher pipeline’s collapse, expressing foresight over the lingering effects of previous bans on bilingual education. Today, California colleges are struggling to produce an adequate number of bilingual teachers, further complicating the recovery process.
The state has taken steps toward addressing this deficit through limited funding for teacher development initiatives, yet advocates assert these measures fall short of the scale needed to affect systemic change. As many districts lack the resources necessary to cultivate strong bilingual programs, the need for comprehensive policy reform remains imperative.
Efforts to enhance multilingual education persist in California, with the Education Department’s initiatives aimed at recognizing and encouraging students’ fluency in multiple languages. However, these ambitions are often undermined by minimal resource allocation and reliance on local control of educational systems.
While Madera’s educational landscape shows promise, challenges remain. Administrators are leveraging state and federal funding to advance dual-language programs, although sustaining these efforts necessitates careful management of resources and ongoing professional development for educators.
Flores notes mixed academic outcomes in her hometown but is encouraged by the high growth scores among students—indicating significant learning progress even as overall test scores remain stagnant.
“Kids can learn math in Spanish; it’s still math,” said Superintendent Todd Lile, emphasizing that subjects transcend language barriers. The commitment to bilingual education motivates Madera’s educators to ensure equitable access to quality learning experiences regardless of language proficiency.
An uncertain future: 2024 and beyond
In recent years, Flores has engaged with educational leaders to develop a strategic plan focusing on utilizing students’ linguistic and cultural identities as strengths rather than perceived deficits. This initiative aligns with the state’s English Learner Roadmap framework, advocating for a transformative approach in how immigrant students are perceived and supported within the educational system.
Flores envisages this educational model potentially serving as a statewide blueprint as California confronts the daunting task of recovering from years of restrictive educational policies. Newly established legislative requirements aim to provide districts with clear guidelines for implementing effective bilingual education practices.
Yet, advocates caution that any mandates must be paired with adequate funding to ensure sustainable implementation across diverse educational settings. Flores expresses optimism that progressive changes are underway, as recent legislative movements signify a reevaluation of the state’s commitment to bilingual education.
Reflecting on her visit, Flores felt a strong connection to her past and a sense of hope for the future of bilingual education in Madera. She witnessed firsthand a vibrant classroom environment where young students are now learning and thriving in both English and Spanish, paving the way for a more inclusive and enriching educational experience.
“We don’t stop,” she affirmed. “We keep plugging away. That’s our tenacity. That’s our grit. And our motivation, of course, is for our children.”
Source
hechingerreport.org