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CAL staff outline language policy within education systems in the United States to uncover overt and covert policies of multilingualism and language use. We examine policy and practice for two major elements of language education – English language proficiency instruction for students from minority language backgrounds, and instruction in languages other than English.
What policies and practices protect students from minority language backgrounds? What is the state of world language education in the U.S., and how does this value the linguistic proficiency of language minority students? What is the impact of recent interest in dual language education? How are indigenous languages valued?