Is Multi-culturalism in Our Schools Promoting Anti-patriotism?
The Obama Administration issued a press release earlier this month: “Fact Sheet: Supporting Dual Language Learners in Early Learning Settings.” In summary, this statement argues that multi-cultural students should keep within the distinctions of their respective cultures and languages while schools teach English merely as a supplement to these dual-language learners (DLLs). Keeping each child within the boundary of his distinct culture is detrimental to our “one nation under God.”
The Administration has set forth four possible options for these DLLs. Mike Gonzalez breaks these down in his article “New White House Policy Promotes Ethnic Separation”: “(1) Dual immersion, (2) native language with English support, (3) English with native-language support, and (4) English only.” Gonzalez continues to explain that the Administration advocates for option number “(2) native language with English support” as opposed to the traditional option of teaching “English only.” Option number two only serves to isolate individual languages and cultures and removes the idea of unity within the classroom which leads to greater disunity in the nation. This disunity will only press for anti-patriotism toward the United States while the student embraces his own unique culture. The Administration’s championing of a student’s predominate home culture only serves to push the agenda of divisiveness within the United States.
This segregation of students is conveniently buried under the guise of the purposes of the U. S. Dept. of Health and Human Services and the U. S. Dept. of Education. The purpose of the policy statement reads, “Data indicates that children who are DLLs in the U.S., on average, lag behind their monolingual English-speaking peers in academic achievement. These patterns may suggest that there is a mismatch between learning experiences these children need to meet their potential, and the quality of experiences they are currently receiving.” Now the Administration is only pandering to political correctness which in essence only demands that students should be taught what they already know, not the traditional “English only” route. How dare these students succeed as monolingual English-speakers. Instead, the Administration is hindering the process of advanced learning through a monolingual approach. This process only lends itself to the chipping away of staunch patriotism for this land that was once called the “melting pot.”
(June 2016)
The Administration has set forth four possible options for these DLLs. Mike Gonzalez breaks these down in his article “New White House Policy Promotes Ethnic Separation”: “(1) Dual immersion, (2) native language with English support, (3) English with native-language support, and (4) English only.” Gonzalez continues to explain that the Administration advocates for option number “(2) native language with English support” as opposed to the traditional option of teaching “English only.” Option number two only serves to isolate individual languages and cultures and removes the idea of unity within the classroom which leads to greater disunity in the nation. This disunity will only press for anti-patriotism toward the United States while the student embraces his own unique culture. The Administration’s championing of a student’s predominate home culture only serves to push the agenda of divisiveness within the United States.
This segregation of students is conveniently buried under the guise of the purposes of the U. S. Dept. of Health and Human Services and the U. S. Dept. of Education. The purpose of the policy statement reads, “Data indicates that children who are DLLs in the U.S., on average, lag behind their monolingual English-speaking peers in academic achievement. These patterns may suggest that there is a mismatch between learning experiences these children need to meet their potential, and the quality of experiences they are currently receiving.” Now the Administration is only pandering to political correctness which in essence only demands that students should be taught what they already know, not the traditional “English only” route. How dare these students succeed as monolingual English-speakers. Instead, the Administration is hindering the process of advanced learning through a monolingual approach. This process only lends itself to the chipping away of staunch patriotism for this land that was once called the “melting pot.”
(June 2016)
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