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2005•Comparative Education ReviewRequires access

Three Different Perspectives About Language and their Influence upon Bilingual Education in the United States

Wei Zhou

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Abstract

Bilingual education in the United States has been up and down for its policies and practices since the Bilingual Education Act was issued for the first time in 1968. This article examines three different perspectives in language planning: language as a problem, language as a right, language as a resource and they have exerted an important impact on the development of bilingual education in the United States. The three basic orientations can help to illuminate the political foundation of bilingual education in the United States.

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Bilingual education in the United States has been up and down for its policies and practices since the Bilingual Education Act was issued for the first time in 1968. This article examines three different perspectives in language planning: language as a problem, language as a right, language as a resource and they have exerted an important impact on the development of bilingual education in the United States. The three basic orientations can help to illuminate the political foundation of bilingual education in the United States.

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Available abstract

Bilingual education in the United States has been up and down for its policies and practices since the Bilingual Education Act was issued for the first time in 1968. This article examines three different perspectives in language planning: language as a problem, language as a right, language as a resource and they have exerted an important impact on the development of bilingual education in the United States. The three basic orientations can help to illuminate the political foundation of bilingual education in the United States.

Key concepts: Bilingual education, Language planning, Political science, Politics, Foundation (evidence), Language policy, Neuroscience of multilingualism, Language education

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