Commentary : Bilingualism Has Its Merits, but Mastery of Standard English Is Vital

Recent articles on bilingualism underscore a problem that has been in existence for some time. During the ‘60s and ‘70s, it was fashionable in educational circles to stress the ethnics of the individual, his right to retain the language and speech pattern of his native culture.

In New York City, there were those who advocated that “black English” should be accepted in the schools as a viable alternative to standard English, that teaching children standard English would destroy the individual’s pride in his culture. There were even those who went as far as to maintain that no child’s English should be corrected because his speech patterns reflected those of his family and any corrections would cast aspersions on his home environment.

But fortunately the attitude is changing. Writers such as Richard Rodriguez and William Raspberry, who have an abiding interest in retaining the cultural values of minorities, recognize the importance of children learning standard English. It is what I have been stressing as an educator for over 30 years.

As a recent transplant from New York, I spend as much time as possible touring the area and enjoying the beauty of the local beaches. During these excursions, I hear bits and pieces of Spanish, Korean, Vietnamese, Chinese, French, German, Russian, to name but a few, and I see signs in foreign languages advertising a myriad of products and services.

My initial reaction is one of delight--delight that this country is capable of absorbing so many diverse cultures, delight that people from different lands can continue to speak their native tongues. But upon reflection, my delight turns to dismay--dismay that the children of these immigrants will not have a good command of English, dismay that these children will be at a distinct disadvantage in school and later in the business world. It is, after all, as Raspberry pointed out in one of his articles, “standard English . . . that marks a person as educated.” And this is not racism! Having a good command of English is not the antithesis of being able to communicate in one’s native tongue or of having pride in one’s culture. It is simple pragmatism: a command of English will expand opportunities to succeed.

English is, after all, the language of the continental United States, and in order to succeed, a person must have a good command of standard English. It is imperative that one develop an ability to read with understanding and insight. Equally as important is the ability to write clearly and coherently.

But perhaps most important is to be able to speak the language, to phrase one’s thoughts so that there is little room for misinterpretation and misunderstanding. All of these skills are difficult to attain, but especially so for the child who is not constantly exposed to English.

Although bilingualism has its merits, they are outweighed by its negative impact. Students who are bilingual tend to rely on their native tongue, the language spoken in the home. They tend to think in that language and then translate their thoughts into English, thus often creating awkward constructions. Furthermore, the emphasis on the native tongue is a hindrance to accurate pronunciation. It is only through constant exposure that one gains command of the language.

Many of my college students have bemoaned the fact that they were not exposed to English in the home. They have found themselves at a disadvantage throughout their schooling and in the workplace. They have discovered that many opportunities are not available to them because of their difficulties with English.

I can attest to the importance of being thrown into the mainstream and having to learn English. I was 8 and with no knowledge of English when we arrived from Germany. Within a few days, I was enrolled in the local elementary school where only English was spoken. But with the help of concerned teachers--and with the encouragement of my parents--I soon mastered the language because I had to. Had I been exposed to the bilingual approach, I am certain that my language skills would have been seriously retarded, since the urgency to learn would not have been there. I was fortunate that my parents, with great foresight, realized the importance of mastering the language of this country and encouraged me to speak English.

As much as we like to talk about America being a multiethnic, multicultural and multilingual society, there is no escaping the reality: The language of the country is English, and without mastery of standard English, the individual is at a distinct disadvantage. His chances of deriving the full benefits from his education are seriously hampered; his chances of getting into a good college are restricted; his chances of availing himself of all those opportunities for which a command of English is a prerequisite are non-existent. In short, educators and parents who do not insist on the children speaking English are doing them a great disservice; they are not preparing them for the future.

As much as I enjoy the euphonious blending of the tongues and as much as I delight in the diversity of our American culture, I must stress the importance of parents’ fostering the learning of English. They must stress--nay, insist--that their children speak English. They must avail themselves of every opportunity to encourage the use of English. They must make their children aware of how important English is and how proud they will be when their children have truly mastered this new tongue. At all times they should say, “Let’s speak English!”