History of Multilingual Competency in the U.S.

Title II of the Educational Amendments Act of 1974, the Equal Educational Opportunity Act, also affected the education of LESA students by specifically mentioning that language barriers were to be overcome by instructional programs. This Act effectively extended the Lau ruling to all students and
school districts, not only to those receiving federal funds. School districts were required to have special programs for LESA students regardless of federal or state funding.

This case was a class- action suit brought against the San Francisco school district, alleging that 1,800 Chinese students were being denied an equal education because of their limited English skills.
The Supreme Court overruled the lower courts, arguing that the same facilities, textbooks, teachers, and curricula do not constitute equal education.
They ruled that no student shall be denied “equal access” to any academic program due, due to “limited English proficiency.”

Expanded the eligibility for bilingual programs from those who were students of limited English speaking ability to those who were of "limited English proficiency" In addition, the amendments specified the goals of transitional bilingual education programs. Such programs were to prepare limited English proficient students to enter the regular classroom as quickly as possible. The native language was to be used only to the extent necessary for students to become proficient in English.

Introduced a constitutional amendment that made English the sole official language of the United States in 1981 Official Language
1998 twenty-five states had made English their official language.

Under the 1984 Amendments, grants were awarded for several types of special programs for LEP students including:
1. transitional bilingual education programs, in which structured English language instruction is combined with a native language component and up to 40 percent of the class may be non-LEPstudents;
2. developmental bilingual education programs, in which full-time instruction is given in both English and a second language with the goal of achieving competence in both English and a
second language;
3. special alternative instructional programs in which the native language need not be used, but English language instruction and special instructional services are given to facilitate achievement of English competency.
The Amendments also stipulated that parents or guardians take a greater role in the education of LEP students. The schools were to explain why their child was selected for a Title VII program and inform them about available alternatives. The parents or guardians were also to be informed of their right to
decline enrollment in any of the Title VII programs and accept enrollment in mainstream classes.

Addressed the need for increased flexibility in the implementation of programs for LEP students by giving local school districts a greater voice in deciding how LEP students should be taught. School districts were able to apply for funds for different types of programs that used various teaching strategies.Withdraw of the Lau Remedies.

This Act includes several changes from previous re-authorizations that reflect the current emphasis on the diversity of LEP students and approaches to their education.

Was passed in 1998, but is still debated today. Peaked people's interest in bilingual education. Passage was a significant event in California 's educational history.
State initiative in Utah promotes English-only laws in the state government

State initiative in Utah promotes English-only laws in the state government.
1999
Proposition 203 passed in Arizona
2000

Similar to proposition 227 in California. Eliminates teaching students in any other language besides English.