Chapter 7:

American
Multilingualism
Presentation created by Chelsea Yangirelfil

Bell work
Write down two things you know about American
Multilingualism. Be ready to share with the whole class

SLOs
Students will be able to trace the multilingual history of
the United States from precolonial days to present
Students will be able to describe the strengths and
weaknesses of the English Only movement
Students will be able to explain the impact of immigration
on American Multilingualism

Language in Colonial America

150 ethnic/language groups existed before the arrival of
European settlers

Diverse: Western Europeans (non English and English

speakers), German speaking countries, Ireland, Sweden,
and Switzerland.

Education in Colonial Years

a) Household affairs- Mothers taught their children at their homes
b) Dame schools- Children were educated, mostly white, by a tutor in their
homes

c) Organized school houses- an order in Massachusetts was given stating:

a) Population of the township is 50 household: a person has to be appointed to teach
those children

b) Townships that reached 100 households: Setting up Grammar School

Post Colonial America

(1789)Noah Webster: advocated the annihilation of the
differences that existed in the spoken languages in
America by establishing schools and a uniform language
and text for the schools
Vs
Marion Brown: One of the earliest educators to address
the issues of ELL. Brown appealed to teachers educating
the non English speaking children and not diminishing
their origins

Dual Language Instructions

1840 Ohio Policy: First law passed for bilingual education
a) 17,584 students being taught in English and German
b) 52 out of 57 public schools had dual-language programs

Cultural and linguistic diversity was not only due to the

influx of Western Europeans, but as well as other regions
of the world

Twentieth Century
1900-1920: Dual Language Instructions were lost
Immigrants were expected to adopt the Anglo-Saxon culture

and language
Goals of educators were to eradicate ethnic traits for
students to become real Americans
Two Major Causes:
Irish Catholic Immigrants
Anti-German Sentiments(WWII)

Twentieth Century
Ellwood Patterson Cuberly: A leading educational mind of
this specific era. She believed that their duty was to
diminish the other ethnic cultures and language and
conform them to become part of the American Race
1917-1924 Immigration Acts: newcomers from Eastern
and Southern Europe were required to pass a reading test
to enter the U.S.

Effect of The Melting Pot Era

1923- The English Only policies grew from being placed in
14 states to 34 states.
1924- Decrease of immigrants from Eastern and Southern
Europe

Turning of the Tide

1954: Brown v. Board of Education: Establishment of childrens right to attend its

neighborhood school regardless of race and ethnicity

1958: The National Defense Education Act: It acknowledged the importance of
national language for national defense. It also provided funding for foreign-language
studies
1961:Cuban Revolution: A huge number of immigrants came who were non-English
speakers which led to establishing private bilingual schools and Coral Way
Elementary School(1963) was made to offer dual language instruction
1960s: Civil Rights Movement: Intensified the need to address the need for learning
opportunities and equal education for non English speakers
1964: Civil Rights Act: Outlawing discrimination against immigrant Americans based
on national origin. (it soon allowed support for bilingual education programs)
1968: Bilingual Education Act: It gave federal funding for second language learning to
assist English Language Learners

Turning of the Tide

1974: Lau v. Nichols: Chinese parents sued San Francisco
School District for failure for providing equal education
opportunities.
1974: Equal Education Opportunity Act: This stated that
schools with second language learners are required by
law to provide them with meaningful education
Education Act went through many revisions but it as still
the primary legal ground for advocating equal educational
rights for English language learners

English Language Development

Programs
Basic Interpersonal Communication Skills: A non
academic-based approach for teaching second language,
where learners are immersed and learn through daily
communication and interaction.
Cognitive Academic Language Development: The learning
approach that involves academic instruction and cognitive
development in a structured setting

Sheltered Instruction
A concept where
the content of every
grade level is made
more accessible for
English Language
Learners.
:

Features:
Wait Time: Teachers give time for student response
Key Vocabulary: identified, explained, illustrated, and made
comprehensible
Adapted Content: Supplementary materials are used to clarify
Language Objectives: Teachers identifies objectives to achieve
Clarification in first language: Teachers clarify in students first
language
Appropriate Speech for proficiency level: Teacher uses appropriate
speech
Supplementary materials: Use of a lot of supplementary materials
Students Background Experiences: These inform the structure and
development of the learning and experiences

Specially Designed Academic

Instruction in English
Students are taught the subject matter in English where
special skills and strategies are used to assist students in
understanding the content.
Scholars believe that it is effective when used on students
who are at an intermediate level of English-language
proficiency

Templates (7 Step Lesson Plan)

1.
2.
3.
4.

Pre-Instructional Assessment: Administer assessments and evaluate

Entry/Anticipatory Set: Review materials, do a discussion, and revise predictions
Instructional Input: Specify vocabulary words, provide information, and review
Guided Practice: Provide students with multiple opportunities to demonstrate
learning.
5. Independent Practice: Ensure that the language demands are at their proficiency
level. Instructions should be clear and allow for higher order thinking
6. Assessment/Evaluation: Must be objective and utilize performance-based activities
7. Closure: Develop ways to measure and assess personal success

ELD vs SDAIE
English Learning Development Template: This mainly
addresses ELD standards
Specially Designed Academic Instruction in English
Template: This addresses State Academic Standards,
measurable academic objectives, and Language objectives

Activity
Review Questions on pg. 129-130
Group 1: 1&2
Group 2: 3&4

Assessment