From Form to Dysfunction? Disconnect within Language Planning Policy of No Child Left Behind

Abstract

The following textual study aims to review the strengths and weaknesses of current second language policy and legislation within the United States education system, and argue for the benefits of pro bilingual education legislation in regards to the science of second language acquisition. Highlighting the disconnect between language planning and policy and the reality of how language instruction and acquisition actually functions, the following study analyses the current language in education legislation found within the policies of No Child Left Behind in the United States. With theories of language-in-education planning and policy lending support to the top-down method of how language acquisition in education should function, No Child Left Behind is reviewed in terms of scientific data from second language acquisition in order to view the legislation as effective or ineffective with regards to how second language learning and bilingual education actually does function. Although the current language legislation within Title III of No Child Left Behind is determined to be ineffective as a means of ensuring proficient English language acquisition or preferred bilingualism, and these discrepancies between policy goals and the reality of implementation within the policy highlight the disconnect between theory and actuality, simple solutions to this dilemma of language plurality in schools have yet to be discovered.