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In the milieu of a strong tide of Civil Rights movements, the groundwork of so-called multicultural policies started establishing in the 1960s. The social climate clearly dictated that measures be taken to rectify inequalities. Finally the issue for language minority students were emerged. Now, th...

In the milieu of a strong tide of Civil Rights movements, the groundwork of so-called multicultural policies started establishing in the 1960s. The social climate clearly dictated that measures be taken to rectify inequalities. Finally the issue for language minority students were emerged. Now, the emphasis on equality led to the enactment of the Bilingual Education Act of 1968 without a single voice raised in dissent. The Bilingual Education Act provided funds in the form of competitive grants directly to school districts in which children who came from environments where the dominant language was other than English exist. It seemed that the federal government embarked on an educational experiment that sought to build upon students’ home culture, languages, and many other experiences in such a way that they could start learning without first being proficient in English. However, the very intention of the bill was not to preserve any different language other than English but to re-affirm the fact that English should be the primary language in Education. Therefore, from its early stages, the act did not provide a clear position for either strong or weak versions of bilingual education. And school districts had no desperate reason to provide proper educational programs for language minorities. Unlike it’s reputation, in fact, the Bilingual Education Act was another name of Americanization. Despite it’s pivotal flaws, two times of revisions of the Bilingual Education Act put a big step toward multicultural education. With experiences of Lau decision and Castaneda decision, students of language minorities could preserve their own culture with their mother tongue, and had slowly yet steadily adjusted to the majority. By emphasizing immigrants’ active role in developing the bilingual education policies, this study reveals the real intention and administrative shortages of the bilingual education in America.

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