Bilingualism in education and bilingual education: The state of the art in the United States

Abstract

This paper provides an overview of the current status and future directions of education for limited English proficient (LEP) students in elementary and secondary schools in the United States. First, the context of current educational activities is established through a brief description of the following topics: -estimates of numbers of LEP school‐aged children;-legislative history of bilingual education;-estimates of qualified teachers for LEP students;-role of the Department of Education in the education of LEP students. Following this, issues related to current U.S. government initiatives in the education of LEP students are discussed. The effects of these initiatives on the following areas are described: -types of school programmes now eligible for federal funding;-network of services being provided to school districts serving LEP populations;-teacher training programmes,-recent research findings that are affecting the education of LEP students. Finally, an assessment of probable future directions in the education of LEP students in the United States is discussed. These directions include: -research on effectiveness of different methods for teaching English as a second language (ESL);-development of content‐based ESL programmes and materials;-training of regular classroom teachers to meet the needs of LEP students;-efforts to improve the quality of programme evaluation;-research on second‐language learning strategies.

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