1. Introduction
“What do you call a person who speaks two languages?“
“Bilingual“
“And one who knows only one?“
„American.“ (unknown)
The above joke, which source is unknown, is a stereotypical joke, not a rascist one. It mirrors a common perception about U.S.-born citizens all over the world. These stereotypes do not come out of nowhere, since the USA have a long history of immigration and the problems involved, e.g. language diversity, cultural differences and the forming of a melting pot.
Therefore the topic of immgration and the policy of language shall be analyzed in this term paper. First of all I want to give an overview why the proficiency of English was and still is important for immigrants in order to live at least a decent life or become very succesful within the US society.
Next I want to give a summary of the history of language policy and politics in the United States to show the commencements and recent developments of these politics. In the end I want to discuss the key issues of the battle over language, which cause great controversies all over the USA.
Table of Contents
1. Introduction
2. Why is the proficiency of English important for immigrants?
3. A history of language policy and politics in the US
4. Key issues of the battle over language
4.1 Education policy for language minority students
4.2 Language and access to political and civil rights
4.3 The movemet for English as the official language
5. Conclusion
Objectives and Thematic Focus
This paper explores the intricate relationship between immigration history and language policy in the United States, investigating how proficiency in English serves as both a tool for socio-economic mobility and a point of intense political contention. The central research question examines how conflicting perceptions of national identity have shaped legislation regarding bilingual education and linguistic access to civil rights.
- The historical evolution of language policies in the U.S. over the last century.
- The socio-economic importance of English language proficiency for immigrant integration.
- The role of bilingual education and its contentious history in public schools.
- Political battles surrounding the "English-only" movement versus "English Plus" advocacy.
- Linguistic accessibility in the context of political rights, specifically voting.
Excerpt from the Book
3. A history of language policy and politics in the US
In 1907 due to an all-time high level of immigration and the fear of loosing an American identity, Congress apponited a joint committee, the Dillingham Commission, in order to study immigrant`s impact on the country. They reached the conclusion, that “new immigrationconsisted mostly of inferior peoples who were physically, mentally, and linguistically different and would thus not easily adopt fundamental American ideals“ (cf. Linton 2006, 3). This fear of loosing an American identitiy can be shown by a satement made by President Roosevelt: “We have room for but one language in this country, and this is the English language, for we intend to see that the crucible turns our people out as Americans, of American nationality, and not as dwellers in a polyglot boarding house. [...]and we have room for but one sole loyalty and that is a loyalty to the American people.“ As a result new laws were introduced: In 1917 literacy in any language for all immigrants aged sixteen or older was required and in 1921 an annual immigration quota of 350,000 (with sub-quotas based on national origin) was introduced.
During WWI anxieties about national loyalty and immigrant assimilation increased leading to the prohibition of German in several states. A 1919 Nebraska statute banned teaching any language other than English before the ninth grade. In 1923, an Illinois law even targeted speakers of British English, declaring “American” to be the state’s official tongue. Immigration stopped in the 1930s, due first to restrictive legislation and then the Depression. The halt in new immigration encouraged linguistic assimilation among those who were already in the U.S., usually leading to English monolingualism by the third generation (cf. Linton 2006, 3-4).
Summary of Chapters
1. Introduction: This chapter outlines the scope of the paper, highlighting the stereotype of the "American" as a monolingual speaker and introducing the core themes of immigration and language policy.
2. Why is the proficiency of English important for immigrants?: This section discusses the practical necessity of English for social climbing and daily functioning, while noting the potential for intergenerational conflict.
3. A history of language policy and politics in the US: The chapter provides a chronological overview of U.S. legislation and political attitudes toward immigrant languages, starting from the early 20th century to modern debates.
4. Key issues of the battle over language: This chapter categorizes the conflict into three primary domains: educational policy, political/civil rights, and the status of English as an official language.
4.1 Education policy for language minority students: This subsection details the rise and fall of bilingual education, tracking policies from the Bilingual Education Act to the No Child Left Behind mandate.
4.2 Language and access to political and civil rights: This part explores the tension between English-only policies and the democratic right of language minorities to interact with their government and vote.
4.3 The movemet for English as the official language: This section describes the rivalry between the "English-only" movement and "English Plus" advocates regarding the designation of English as the national official language.
5. Conclusion: This chapter summarizes the findings, reiterating that despite historical shifts, the balance between linguistic assimilation and immigrant rights remains a work in progress.
Keywords
Immigration, Language Policy, Bilingualism, Assimilation, English-only Movement, Melting Pot, Lingua Franca, Civil Rights, Education Policy, American Identity, Linguistic Access, No Child Left Behind, Voting Rights, Cultural Diversity, Socio-economic Integration
Frequently Asked Questions
What is the fundamental focus of this paper?
The paper examines the intersection of U.S. immigration history and the political, legal, and social debates surrounding language policy.
What are the central themes discussed?
Key themes include the socio-economic importance of English proficiency, the evolution of language laws, and the conflicts between assimilationist and pluralist ideologies.
What is the primary goal of this research?
The study aims to provide a comprehensive overview of how language policies have historically affected the integration and rights of immigrants within American society.
Which scientific methods or approaches are utilized?
The work employs a historical-analytical approach, synthesizing existing literature, legislative records, and census data to map the development of language politics.
What topics are covered in the main section?
The main section covers educational policies for minority students, the political debate over language accessibility in voting, and the rise of official English legislation.
Which keywords define this academic work?
The work is defined by terms such as assimilation, bilingual education, language policy, U.S. immigration, and linguistic access.
How does the "English-only" movement differ from "English Plus"?
The "English-only" movement seeks to establish English as the sole official language, whereas "English Plus" promotes cultural diversity and multilingual education alongside English proficiency.
What role does the case of Richard Rodriguez play?
The author uses Richard Rodriguez’s "Hunger of Memory" to illustrate the complex personal and emotional challenges individuals face during the assimilation process and the loss of a native language.
What effect did the 1960s civil rights movement have on language policy?
It provided a legal foundation for minority groups to advocate for their rights, leading to policies like bilingual ballots and the protection of language minorities in public schooling.
- Arbeit zitieren
- Nicholas Haase (Autor:in), 2008, Immigration and the policy of language, München, GRIN Verlag, https://www.hausarbeiten.de/document/126645
