English Plus
At the time of Independence, America was populated by speakers
of many languages, including English, German, Spanish, French, Dutch, and Russian,
as well as hundreds of American Indian languages. When the founding fathers
decided not to declare an official language, their reasons included "a belief
in tolerance for linguistic diversity within the population, the economic and
social value of foreign language knowledge and citizenry, and a desire not
to restrict the linguistic and cultural freedom of those living in the new
country" (Judd, 1987, p. 15). Though the issue of an official language has
surfaced periodically throughout the United States' history, the issue was
not raised in Congress until 1981, when Senator S.I. Hayakawa of California
introduced a constitutional amendment to make English the official language
of the United States. At first, the idea seemed to be primarily a symbolic
gesture, giving English, the de facto language of the country, official status.
Actually, the proposed amendment went further, calling for prohibition of state
laws, ordinances, orders, programs, and policies that require the use of other
languages. Neither the Federal government nor any state government could require
any program, policy, or document that would use a language other than English.
Concern over the implications such an amendment could have for
U.S. citizens and residents whose native language is other than English led
to the formation of an "English Plus" language advocacy coalition of more than
50 civil rights and educational organizations. In 1987, the coalition established
the English Plus Information Clearinghouse (EPIC) under the sponsorship of
the Joint National Committee on Languages and the National Immigration, Refugee,
and Citizenship Forum. EPIC's purpose is to fulfill the need for centralized
information on language rights and language policy, to respond to efforts to
restrict the use of languages other than English, and to promote an alternative
to Official English.
WHAT IS ENGLISH PLUS?
The English Plus movement is based on the belief that all U.S.
residents should have the opportunity to become proficient in English PLUS
one or more other languages. For nonnative speakers of English, this means
the opportunity to acquire proficiency in English and to maintain proficiency
in their native language(s). For native English speakers, this means the opportunity
to become proficient in a language other than English while continuing to develop
their English proficiency.
Proponents of English Plus view cultural diversity as a national
strength and believe that it provides the United States with a "unique reservoir
of understanding and talent" (EPIC, 1992, p.152). They support access to bilingual
services and education and believe that such services will not in any way discourage
language minority groups from learning English. In fact, evidence suggests
that immigrant groups are very motivated to learn English. In a survey of 2,817
Americans of Mexican, Puerto Rican, and Cuban descent, more than 90% of the
respondents said they believed U.S. citizens and residents should learn English
(Duke, 1992). Lack of opportunity, not lack of motivation, is the primary barrier
to acquiring English proficiency. Ricento (1988) observed that, in Los Angeles
alone, "40,000 prospective ESL students were turned away because there were
not enough classes to accommodate them" (p. 4).
English Plus supports legislative measures designed to provide
linguistic assistance to Americans who are not fluent in English. These include,
for example, interpreter services in emergency situations such as 911; multilingual
medical services; bilingual education and employment training; and multilingual
drivers license exams. On the federal level, these include the bilingual provisions
of the Voting Rights Act and the Court Interpreters Act. State provisions may
also call for language services in civil courts and at migrant health and substance
abuse centers. "National unity and our constitutional values require that language
assistance be made available in order to ensure equal access to essential services,
education, the electoral process, and other rights and opportunities guaranteed
to all members of society" (EPIC, 1992, p.151).
WHAT IS OFFICIAL ENGLISH?
The Official English movement seeks to make English the official
language of the United States through passage of a constitutional amendment.
Official English supporters argue that "in a pluralistic nation such as ours,
government should foster the similarities that unite us, rather than the differences
that separate us" (Wright, 1992, p. 129) and "unless we become serious about
protecting our heritage as a unilingual society'bound by a common language'we
may lose a precious resource that has helped us forge a national character
and identity from so many diverse elements" (Chavez, 1987, p. 11). It is feared
that providing education or services in other languages will give rise to ethnic
separatism and lead to the breakdown of national unity, and that the only means
of preventing such a rift is to adopt English as the official language.
The movement is spearheaded by two groups, English First, founded
by Larry Pratt of Virginia, and U.S. English, founded by the late Senator Hayakawa
and John Tanton, a Michigan ophthalmologist. U.S. English, the better known
of the two groups, boasts over 400,000 members and has an annual operating
budget of $6 million. The group has helped state efforts to pass official English
laws and has fought FCC licensing of Spanish language broadcasters.
The goals of the Official English movement are to encourage the
process to ratify a constitutional amendment making English the official language
of the United States; to repeal bilingual voting requirements; to reduce funding
for bilingual education; to enforce English language and civics requirements
for naturalization; and to expand opportunities for learning English (U.S.
English, 1992).
Although English Plus supporters are in full agreement that proficiency
in English is indispensable in American society and that opportunities must
be provided for all U.S. residents to learn English, they do not believe that
an English Language Amendment will accomplish these goals. English is, already,
the de facto language of the United States and needs no law to protect or promote
its use. English Plus supporters argue that official English laws are counterproductive;
they do not provide increased opportunities to acquire proficiency in English,
but they do restrict the rights and access to essential services of individuals
who are not yet English-proficient.
BILINGUAL BALLOTS
The Voting Rights Act of 1965 eliminated literacy requirements
for voting because they were seen as a form of discrimination against Blacks
in the South. In 1975, to eliminate discrimination based on language proficiency,
the House and Senate Judiciary Committees added the provision of election materials
in languages other than English in jurisdictions where at least 5% of the population
is American Indian, Asian American, Native Alaskan, or of Spanish heritage.
English Plus advocates maintain that "the right to vote is fundamental because
it provides a means to preserve all other rights" (Trasvina, 1992, p. 263).
Voting materials are written at levels as high as college English, whereas
only about a third grade level of literacy is needed to pass the literacy test
for naturalization. Many native born Americans, such as some American Indians
and Hispanics in the Southwest, especially the elderly who were taught little
English in school, may be unable to cast an informed vote in English.
Official English proponents argue that, in any event, people
cannot cast an informed vote without knowing English. They fear that allowing
non-English speakers to vote makes them prey to bloc voting by special interest
groups. They argue that bilingual ballots are contradictory to citizenship
laws, which require fluency in English, and inhibit the learning of English
(Bikales, 1986).
BILINGUAL EDUCATION
Bilingual education programs use both the student's native
language and English for instruction. In support of these programs, English
Plus advocates cite research that emphasizes the positive influence native
language development has on second language proficiency. The lack of first
language development has been shown, in some cases, to inhibit the level of
second language proficiency and cognitive academic development (Hakuta, 1990).
Krashen (1992) suggests that successful bilingual education programs
actually result in faster acquisition of English. Content matter taught in
the native language can be transferred to the second language. In the regular
classroom, confronted with both concepts and language that are not comprehensible
to them, limited English speakers learn neither the content nor the language.
Research indicates that language acquisition occurs only when incoming messages
can be understood (Krashen, 1992).
Official English proponents, on the other hand, believe bilingual
education programs advocate maintenance of native languages and cultures at
the expense of English and encourage children not to learn English or become
part of American society. They suggest that by teaching students English as
quickly as possible, schools "make it clear to immigrant parents and children
alike that mastery of English is indispensable for one's becoming a full member
of American society" (English Language Amendment, 1984).
WHAT IS THE STATUS OF OFFICIAL ENGLISH AND ENGLISH PLUS LEGISLATION?
The Official English movement has gained considerable attention
over the past decade, but little success has been achieved at the Federal level.
Sixteen different amendments to the constitution have been introduced since
1981. Although the Senate convened hearings on Official English in 1984 and
the House did so in 1988, the English Language Amendment has never come to
a Congressional vote.
Sixteen states, however, have either constitutional amendments
or statutes making English the official language. States with amendments include
Alabama, California, Colorado, Florida, and Nebraska; those with statutes include
Arkansas, Georgia, Illinois, Indiana, Kentucky, Mississippi, North Carolina,
North Dakota, South Carolina, Tennessee, and Virginia. Hawaii has passed an
amendment declaring English and Hawaiian as official languages.
The English Plus movement has provided a means for advancing
policies that support linguistic pluralism on the state and local levels. For
example, New Mexico has adopted a resolution declaring that proficiency in
more than one language is beneficial to the nation, that English needs no official
legislation to support it, and that proficiency in other languages should be
encouraged (New Mexico Legislature, 1992). Oregon, Rhode Island, and Washington
have also passed English Plus resolutions. Counties and municipalities that
have endorsed English Plus include Atlanta, GA; Cleveland, OH; Dallas and San
Antonio, TX; Globe, Hayden, Miami, Pima, South Tucson, Superior, and Tucson,
AZ; Adams County, Boulder County, and Pueblo, CO; and Washington, DC.
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