Previously, we discovered the variety of spoken languages in America. This article will give the readers a deeper insight into how immigrants preserve their languages of origin.
English Monolingualism in the Immigrants’ Next Generations
Approximately 50.6 million immigrants coming to the US have been carrying 337 different spoken languages. However, the differences in English proficiency level and original languages between the first generation and other generations vary over time.
Mexico and China, the two countries with the most significant number of immigrants to America, have witnessed the rise of English monolingualism. About 21% of first-generation Mexican children and 12% of first-generation Chinese youngsters have poor English language skills. In other words, 88%of Chinese and 79% of first-generation Mexican youngsters speak English fluently (or very well).
The levels of English proficiency rise even more among US-born offspring of immigrants, and for many groups, they practically become universal. For instance, 97% of children from Cuba who are the second generation are proficient in English. The percentage is 96 for second-generation Chinese children.
The rise of English monolingualism in immigrant families can cause impairment in many aspects. Firstly, it hurts the language diversity in America. Moreover, it can be the gap between one generation and others. Finding a way to balance learning English and preserving the language of origin is critical. Next are several solutions that American society has to maintain that balance.
Dual-language programs
In America, some schools are launching dual-language programs. This program simultaneously teaches students in two languages, including their native language and English. The purpose of this program is to develop both two languages equally and effectively.
In 2022, the education system will employ over 1,438,402 bilingual teachers in the United States. This program primarily focuses on teaching Spanish, which accounts for the highest proportion of bilingual teachers, 74.3%. French and Portuguese come in 2nd and 3rd place, comprising 4.6% and 4.3% of the number of bilingual teachers, respectively.
Recent statistics show a sharp rise in dual-language programs across the country. There were just 300 in 2001, and now there are 3,000. Due to the great demand, schools created more programs. In the meantime, according to a recent study, 58% of school districts in the US intend to expand bilingual education.
However, the shortage of proficient bilingual teachers is a big challenge for this program. Due to this obstacle, in 2017, 86% of the districts had to postpone their plans to expand the dual-language programs.
Extra-curriculum Classes and Tutors
In addition to attending a school with a dual-language program, the next generation of immigrants can enroll in foreign-language institutes. These institutes offer language classes taught by native speakers. The schedules of these classes are usually in the afternoon or during the weekend.
Terence Lin, a Chinese American nineteen-year-old student whose family came to America in the 1990s, shared the same experiences. During the interview with Balance Now, he said, “My parents started teaching me Chinese when I was a kid. Moreover, they also enroll me in a Chinese institute on the weekend.”
After a long learning period, the difference between Terence’s Chinese and English levels is not too broad. While he can use English proficiently, his Chinese level is enough to understand and communicate.
Furthermore, private tutors are a popular choice. These tutors are usually native speakers. Currently, there are around 39,133 foreign language tutors working in the US. Students receive more conscientious and dedicated attention by having a 1-1 foreign language tutor.
