Mainstreaming
Mainstreaming is a practice that originated in the 1970s, primarily to integrate students with disabilities into general education settings, ensuring they receive equitable educational opportunities. However, the concept has also expanded to include the integration of ethnic minority students, especially Spanish-speaking children, into English-speaking classrooms. This integration was supported by legislation such as the Bilingual Education Act of 1968, which guaranteed educational access regardless of a student's English proficiency, and the landmark Supreme Court case Lau v. Nichols (1974), which mandated bilingual education.
The discourse surrounding mainstreaming is complex and often contentious. Proponents advocate for an English-only instruction approach, promoting rapid immersion for non-English speakers. In contrast, critics emphasize the importance of preserving cultural pluralism and argue for the inclusion of native languages in educational settings. The rise of English Language Learner (ELL) programs and bilingual education has reflected the increasing diversity of the American population, particularly in the twenty-first century. Despite some challenges, such as funding limitations for formal programs, there are various strategies, like using visual aids and culturally relevant curricula, that can enhance language access and create inclusive learning environments.
Mainstreaming
The practice of mainstreaming began in the 1970s with legislation like the Education for All Handicapped Children Act (1975), which aimed to provide students with disabilities the same quality education as students in the general education environment. In the area of race and ethnic relations, however, mainstreaming has come to mean something else.
Primarily, mainstreaming refers to the integration of ethnic minority students, mostly Spanish-speaking children, into English-speaking classrooms. The Bilingual Education Act passed in 1968 ensured an education for all students, regardless of their English language ability and included bilingual education as an approved way to educate students with limited English language skills. Since 1975, many Hispanic children have been taught through bilingual education. English as a Second Language (ESL) programs have been suggested as a way to transition students from bilingual education to an English-only school environment. In the 1990s, some efforts for legislation favoring ESL immersion succeeded in California (Proposition 227), and these developments appeared to be the leading edge of a national trend. In the landmark bilingual education case, Lau v. Nichols (1974), the US Supreme Court mandated bilingual education in order to provide equal education opportunities for all students, which then produced the Equal Education Opportunity Act of 1974.
A fierce debate surrounds the various ways of achieving mainstreaming. Proponents argue that all public school instruction should be in English and that children who do not speak the language should be rapidly immersed in traditional classrooms. Critics argue that this is mere assimilationist rhetoric. They believe that children should have the opportunity to speak their own language while learning English and that cultural pluralism should be preserved in public schools.
English Language Learner (ELL) programs and bilingual education programs became increasingly important in the twenty-first century as the American population grew more diverse. Many formal programs are too expensive for some school districts, but there are many ways to increase language access in education. Incorporating a student’s native language with English facilitates a positive, inclusive learning environment. Using visual aids, simplified language, and culturally relevant curricula also improves learning experiences.
Bibliography
Banks, James A., editor. Encyclopedia of Diversity In Education. Sage, 2012.
Cohen, James. “Imaginary Community of the Mainstream Classroom: Adolescent Immigrants’ Perspectives.” Urban Review: Issues and Ideas in Public Education, vol. 44, no. 2, 2012, pp. 265–80.
Cummins, Jim, and Merrill Swain. Bilingualism in Education: Aspects of Theory, Research, and Practice. Routledge, 2014.
Leung, Constant, et al. English as a Second Language in the Mainstream: Teaching, Learning and Identity. Routledge, 2014.
Mackey, William F. "Bilingual Education and Its Social Implications." Linguistic Minorities, Policies and Pluralism: Applied Language Studies, 2014, p. 151.
"Understanding Mainstreaming in Education." LearningCorner, learningcorner.co/knowledge-base/glossary/mainstreaming. Accessed 2 Dec. 2024.