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• W209459655 abstract "In the introduction to her book, Rosalie Pedalino Porter promises to the myths, mis representations, and (p. 1) routinely accepted by people concerned with bilingual education and the social issues surrounding it. The forked tongue of her title refers to the bilingual education establishment which, she claims, has deceived the American public by using the issue of better education for minority language children to further its own political goals. Close examination of the claims made in her book, however, suggests that the deceptions and distortions of these issues originate from a quite different source. The resulting question be comes: Who is really speaking with a forked tongue? Porter's major claim is that the bilingual education establishment has as its real goal the maintenance of political power for the Hispanic community and the preservation of the Spanish language. The civil rights movement made the American public aware that immigrant children in this country were not receiving adequate education for their special needs. Transitional bilingual education was thought to be the most promising way to overcome past injustices and help mi nority language children reach the educational achievements of their English-speaking counter parts. In the early years, the majority of these children were Spanish speaking; soon, however, the influx of other language groups into the country began to change the face of bilingual educa tion. According to Porter, the Hispanic community, fearing its loss of power as the dominant minority language group, began to strengthen its tenacious hold over bilingual education despite the lack of evidence of its efficacy. Further, the preservation of Spanish within the community serves to ensure its dependence on the establishment, while hindering the general social and educational advancement of Hispanics. There is substantial evidence to dispel these claims. The National Association of Bilingual Educators, the major professional organization in the field, states that its first and foremost goal is ensuring that language minority students have equal opportunities for learning the English language and for succeeding academically (NABE pamphlet). The notion that Hispanics hold themselves back from social betterment and assimilation into American society by clinging to Spanish has been articulated by many, including Hispanics (see Vargas, 1991). However, this view is not widespread. In a survey conducted by the National Opinion Research Center in 1984, 98 percent of Hispanics polled agreed that the ability to speak and understand English is an important obligation of citizenship in this country. Antonio Califa of the ACLU states, know of no Hispanic parents who are upset that their children have learned English ... As a Hispanic parent, I find [the] implication that we fail to realize the civic and economic importance of English to be condescending and insulting. While some attribute the high incidence of func tional illiteracy among Hispanic adults to bilingual education, Califa points out that this illiteracy predates the Bilingual Education Act of 1967. Rather than blame bilingual education for the plight of Hispanics, Califa points to the climate of prejudice and racism in this country as the" @default.
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• W209459655 date "2016-01-01" @default.
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• W209459655 title "EXAMINING THE MYTHS OF LANGUAGE AND CULTURAL DIVERSITY: A RESPONSE TO ROSALIE PEDALINO PORTER'S FORKED TONGUE: THE POLITICS OF BILINGUAL EDUCATION" @default.
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