The Context of Schooling for Early Learners of Spanish in the United States

Abstract

Not unlike in many countries around the world, language learning policies in the United States (US) for early language learners is a complex process that is sociopolitically and historically situated. Although the US is a linguistically diverse country with no official national language, more than 30 states have declared English its official language, while none has declared Spanish official, despite its extensive use and social, economic, and political influence in the country. This chapter focuses on Spanish early language learning policies and practices in the US with children from prekindergarten through grade 2, or between the ages of 3 and 7. Because of the decentralized nature of language policies in the US and the power of each state to set policies, we focus on the state of Florida to illustrate one example of language-in-education policies related to curriculum resources, methodology, and personnel. We note the intersection of these areas for early learners of Spanish. We conclude that the rich linguistic resources of Spanish in the US have systematically been weakened as a result of monolingual policies and political pressures that fail to support native Spanish speakers, while simultaneously building modest levels of Spanish proficiency among nonnative early learners of Spanish.