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It contends that bilingual schooling should address fundamental rights in education, not merely which approach “works,” while noting shared assumptions about what constitutes good education for every child.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/religion-spirituality/","Religion & Spirituality",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/linguistic-human-rights-a-new-perspective-on-bilingual-education/603305/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/linguistic-human-rights-a-new-perspective-on-bilingual-education/603305.png","ImageObject",300,407,{"name":42,"@type":43},"moss~","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":4},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What perspective does the article use to support bilingual education?","Question",{"text":61,"@type":62},"It supports bilingual education primarily through linguistic human rights, arguing that language rights must be respected in educational practice, not only based on whether programs are effective.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"Why does the article criticize many public debates on bilingual education in the U.S.?",{"text":66,"@type":62},"The article says debates are often politically motivated and grounded less in empirical evidence than in personal beliefs, misunderstandings about language, and ideological biases.",{"name":68,"@type":59,"acceptedAnswer":69},"What does the article say is required for “good education” for every child?",{"text":70,"@type":62},"It lists shared assumptions that children need competence in Standard English, mastery of multiple subjects, care and respect, safe and secure learning environments, high but attainable standards, and an empowering curriculum that enables them to change their world.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},603305,1792096046,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,109,114,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":116,"slug":117},9,20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":115,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":78,"read_time":143},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","ElianaD. Rojas is an assistant professor of bilingual education and director ofthe Mathematics/ Bilingual Education Programand Timothy Reagan is a professor of educational foundations, both with theNeag School of Education atthe University of Connecticut, Storrs, Connecticut.  \nLinguistic Human Rights: A New Perspective on Bilingual Education  \nBy Eliana D. Rojas & Timothy Reagan  \nEverybody,notjustprivilegedelitesorpoorminorities, needstobefluentandliterateinatleasttwolanguages, preferably more. Everybody, not just minorities, needs to become aware of and acknowledge the importance of their ethnic and linguistic roots, in order to be able to develop, analyze, criticize, and reflect. Language rights for all are part of human rights. Language rights are prerequisite to many other human rights. Linguistic human rights in education area prerequisitefor the maintenance of diversity in the world that weare all responsiblefor.  \n—Tove Skutnabb-Kangas (1999, p. 58)  \nBilingual education has been an extremely controversial and contentious topic in recent years among both educators and the general public in the United States. Longa bastion of what some writers have called“ideological monolingualism,” the United States has not demonstrated either great sensitivity to or tolerance of linguistic diversity historically (see Hymes, 1996, pp. 84-85; Reagan & Osborn, 2002) . Although there are legitimate debates about certain empirical  \nmatters related to bilingual education, the public debates about bilingual education are generally grounded less in such empirical evidence than in personal beliefs and experiences, misunderstandings about the nature of language in general and bilingual education in particular, and in political and ideological biases. Language is at the heart of the educational experience, as well as atthe heart of social life. Thus, the debate about bilingual education is one that has been and should be of considerable concern to those involved in the study of educational policy and critical approaches to and understandings of education. However, as María Brisk argued,  \nMuch of the debate on bilingual education is politically motivated, more suitable for talk shows than for improving schools. The United States can create quality bilingual education for the increasingly diverse student population, but only if we observe what really happens in our schools. If we continue to deal with bilingual education asa label, the sterile debate on how abruptly language minority students should be Americanized and Anglicized will continue to isolate many of our students. (1998, p. xv)  \nThe realities of bilingual education in the United States are actually quite complex, and overly simplistic presentations ofthe issues surrounding bilingual education programs probably do far more harm than good as we try to meet the needs of an important and growing part of the society’s school-age population (see Baker, 2001; Corson, 1999, 2001; Cummins, 1996, 2000; García & Baker, 1995) . In this article, we wish to discuss the case for bilingual education programs. We want todo so, though, from a somewhat different perspective than that generally offered by supporters and advocates of bilingual schooling in the United States. Most of the arguments in favor of bilingual education are grounded in defenses ofthe effectiveness of bilingual education programs—that is, in arguing that bilingual education is a good thing because it works. Although we believe this tobe true, andwill briefly review the arguments and evidence for this claim, what we want to suggest here is that there is a far more powerful, and relevant, argument for bilingual education programs. Arguments of the sort generally offered presuppose that what is at stake is ultimately a matter of pedagogical effectiveness—what works best for the children involved. There are, though, constraints on effectiveness as a criterion for educational practice. Not everything that “works” is acceptable; no m","cbCaigb0prHQjNfP","https://ap.wps.com/l/cbCaigb0prHQjNfP","pdf",47496,15,"English","# Linguistic Human Rights and Bilingual Education\n## Critiques of Public Debate and Ideological Bias\n## Why the Case Must Go Beyond Pedagogical Effectiveness\n## Shared Core Assumptions About “Good Education”\n# Bilingual Education in the U.S.: An Overview","[{\"question\":\"What perspective does the article use to support bilingual education?\",\"answer\":\"It supports bilingual education primarily through linguistic human rights, arguing that language rights must be respected in educational practice, not only based on whether programs are effective.\"},{\"question\":\"Why does the article criticize many public debates on bilingual education in the U.S.?\",\"answer\":\"The article says debates are often politically motivated and grounded less in empirical evidence than in personal beliefs, misunderstandings about language, and ideological biases.\"},{\"question\":\"What does the article say is required for “good education” for every child?\",\"answer\":\"It lists shared assumptions that children need competence in Standard English, mastery of multiple subjects, care and respect, safe and secure learning environments, high but attainable standards, and an empowering curriculum that enables them to change their world.\"}]","Linguistic Human Rights: A New Perspective on Bilingual Education | PDF",38]