Bilingual Education

The Policies of Bilingual Education

Afrah (170203011)

Marissa Yolanda (170203034)

Fika Tauriqwana (170203046)

Sherina Sania Salsabilla (170203049)

Cut Sinta Ayuniar (170203065)

Rauzatul Jannah (170203222)

FACULTY OF TARBIYAH AND EDUCATION

ISLAMIC STATE UNIVERSITY OF AR- RANIRY BANDA ACEH

2018/2019
 TABLE OF CONTENT

PREFACE

TABLE OF CONTENT....................................................................................................
CHAPTER I INTRODUCTION
1.1 Issue Background..................................................................................................
1.2 Problem Formulation.............................................................................................

CHAPTER II DISCUSSION

2.1 The Definition of Policy........................................................................................

2.2 The Policies of Bilingual Education in United States of America........................
2.3 The Policies of Bilingual Education in Indonesia.................................................
2.3.1 The Strengths and The Weakness of The Policies..................................................

CHAPTER III CLOSING

3.1 The Conclusion......................................................................................................

 CHAPTER I

INTRODUCTION

1.1 Issue Background

The Bilingual Education Act of 1968 which passed during an era of growing immigration
and an civil rights movement provided federal funding to encourage local school districts to
try approaches incorporating native-language instruction. Most states followed the lead of the
federal government, enacting bilingual education laws of their own or at least decriminalizing
the use of other languages in the classroom. The basic idea were to make a migration for
those ethnic groups very difficult, as a result of the political pressure caused by problems
with these immigrants. Although the program was initiated as a means to discourage
immigrant to settle in America in the long run it developed to be a positive influence to the
general social development.

Since the mid-1990s bilingual approaches to schooling and higher education have become
popular in parts of South-east Asia, especially in Thailand and Malaysia where different
models have been applied. Thailand, is an exemplar of the use of English for integrated
studies in Math, Science and IT, taught by non-native English speaking Thai teachers. South
East Asian countries followed the need of a bilingual education based the fact that the
business world is placing their connection mainly on English language as well on the
development of the change of the diplomatic language. Indonesia is one of the latest countries
to understand the need for bilingual education as a core quality to be competitive in the
globalization of our world. Evidence of Indonesia's seriousness in the realization of bilingual
education is the establishment of policies regarding bilingual education.

This paper will discuss the policies in bilingual education throughout the world,
especially in United States of America and Indonesia. We also try to analyze the strengthness
and the weakness of those policies.
1.2 Problem Formulation

1. What is Policy?

2. What are The Policies of Bilingual Education in United States of America?

3. What are The Policies of Bilingual Education in Indonesia?

4. What are The Strengths and The Weakness of The Policies in Indonesia?
 CHAPTER II
DISCUSSION

2.1 The Policy

According to Wikipedia, A policy is a deliberate system of principles to guide

decisions and achieve rational outcomes. A policy is a statement of intent, and is implemented
as a procedure or protocol. Policies are generally adopted by a governance body within an
organization. Policies can assist in both subjective and objective decision making. Policies to
assist in subjective decision making usually assist senior management with decisions that
must be based on the relative merits of a number of factors, and as a result are often hard to
test objectively, e.g. work-life balance policy.

Policy is a formal rule that is the result of a formal organization, which are integrated
and related to the purpose of creating new values in society. Policy will be the main reference
for members of the organization or community members in act. Policies are generally
problem solving and proactive. In contrast to Laws and Regulations, policies are more
adaptive and intuitive, even though the policy also regulates "what can, and what cannot".
Policies can also be used in general without eliminating specific local characteristics. The
policy provides an opportunity to be interpreted according to the specific conditions that
exist.

There are still many mistakes and misconceptions about policy. Some people refer to
policy in term "wisdom", which is different from policy. Wisdom is created by someone,
while decisions are the formal results of the organization. The Examples of Policy are: (1)
Law, (2) Government Regulation, (3) Presidential Decree, (4) Ministerial Decree, (5)
Regional Regulation, (6) Regent Decree, and (7) Decision Director.

2.2 The Policies of Bilingual Education in United States of America

Bilingual education in the United States was pushed back into the spotlight as a direct
result of the 1959 revolution in Cuba. After Fidel Castro overthrew the dictatorship and
established a Communist government, many middle- and upper-class Cubans fled to the
United States. A large number of these refugees settled in Florida. They were well-educated
but they cannot understand English, and even less speak English.

Among this assistance was ESL instruction, provided by the Dade County (Florida)
Public Schools. In addition, the school district launched a "Spanish for Spanish Speakers"
program. In 1963, a bilingual education program was introduced at the Coral Way
Elementary School in Miami. Directed by both U.S. and Cuban educators, the program began
in the first through third grades. U.S. and Cuban students received a half day of English and a
half day of Spanish instruction; at lunch time and recess and during music and art classes the
groups were mixed together. Within three years the district was able to report benefits for
both groups of students, who were now not only bilingual but also bicultural. This was no
accident: the goal of the Coral Way initiative was to promote exactly this level of fluency.

 The Civil Rights Act (1964)

The Civil Rights Act of 1964 is not about bilingual education directly, but it really
impacted for bilingual education progress in United States. The title of the Act is prohibiting
racism which is discrimination on the basis of race, color, or national programs that receive
federal financial assistance. It means, among other aspects, is that school districts that receive
federal assistance are needed to makesure that students are not access to programs. This
minority group includes language minority (LM) students, defined as students who live in a
non-english speaking country.

 Bilingual Education Act (1968)

The Elementary and Secondary Education Act was one of important steps for
bilingual education. Title VII of that act, known as the Bilingual Education Act, established
the federal policy for bilingual education. The acknowledgement of the special educational
needs of children of limited English speaking ability in the United States, "the Federal
Government would provide financial assistance for innovative bilingual programs. Funding
would be provided for development programs and for implementation, staffing and training
staff, and long-term maintenance programs.
Title VII has been changed a few times since its establishment, and it was reauthorized in
1994 as part of the Improving America's Schools Act. The basic goal has remained the same:
access to bilingual programs for children that lack of means.

Amendments to the Bilingual Education Act

 The Amendments in 1974

The amendments in 1974 served to do the following:

- Define "Bilingual Education Program" as one that provided instruction in English and
in the native language of the student to allow the student to progress effectively
through the educational system
- Define the program's goal to prepare LESA students to participate effectively in the
regular classroom as quickly as possible while simultaneously maintaining the native
language and culture of the student

- Create regional support centers of consultants and trainers to provide support to

school systems

- Stipulate capacity-building efforts by providing funds to school districts' efforts to

expand curricula, staff and research for bilingual programs

- Emphasize the strictly transitional nature of native language instruction

 The Amendments in 1978

In 1978, further amendments were made to extend the act and broaden the definition of
eligible students. Specifically, these amendments served to do the following:

- Emphasize the strictly transitional nature of native language instruction

- Emphasize the strictly transitional nature of native language instruction

- Expand eligibility to students who are limited English proficient (LEP)

- Permit enrollment of English-speaking students in bilingual programs

 The Amendments in 1984

In 1984, the Bilingual Education Act was further modified. The amendments enacted during
this time served to:

- Increase the flexibility in the implementation of programs for LEP students by

providing school districts with more autonomy and independence in deciding how
these students should be taught
- allow school districts to apply for funding for different, innovative programs that best
met the needs of their students

 The Amendments in 1988

The BEA was amended again in 1988. The changes this year served to:

- Increase funding to state education agencies

- Expand funding for "special alternative" programs

- Create fellowship programs for professional training

 1994 Reauthorization

The Bilingual Education Act (BEA) reauthorization in 1994 maintained the same
tenets as the original BEA, introduced new grant categories, set up preference to programs
promoting bilingualism, and took into account indigenous languages. Overall, the premise of
this addition was to introduce a more systemic reform.

Priority given to bilingualism programs: Though the Bilingual Education Act

legislation did not prescribe specific instructional practices, it did provide a guide to help
language minority students. The 1994 reauthorization gave preference to grant applications
that developed bilingual proficiency, which Local Education Agencies had the right to
develop themselves based on the guidelines of the BEA.

2.3 The Policies of Bilingual Education in Indonesia

In facing the era of globalization, a country that has the ability to compete will gain
benefits and will not be eliminated from the arena of competition. Countries that do not have
the ability to compete will left behind. The ability to compete is largely determined by
competitiveness. Among the various competitiveness factors, the three most important are
management, technology, and human resources. Strong management will be able to improve
cost efficiency and results efficiency. Technology excellence will only be achieved by having
strong human resources that mastering in sciences, such as Mathematics, Natural Sciences
(Physics, Chemistry, Biology), and global language, especially English. Human resources
that mastering in Mathematics, Natural Sciences, Technology and English will be able to
compete in global arena.

Even countries in the Asian region have taken a joint agreement in 2003, that Asia has
implemented a free market called the Asian Free Trade Area (AFTA) and Asean Pacific
Economic Cooperation (APEC) in 2010. Indonesian as part of the global community cannot
help entering competition in this modern era.With that era, Indonesian nation is required to be
able to follow free competition, including in the education sector. In that matter, the existence
of superior and adequate Human Resources in Indonesia has a very important and strategic
role.

Education is an effort to improve the quality of human resources (HR). To achieve the
goals in education, Indonesia has regulated this matter in the Law of the Republic of
Indonesia in 1945 Article 31 Paragraph 1-5:

1. Every citizen has the right to get education

2. Every citizen is obliged to attend basic education and the government is obliged to
finance it.
3. The government seeks and organizes a national education system, which enhances
the faith and piety and noble character in order to educate the nation's life, which
is regulated by law.
4. The state prioritizes the education budget of at least twenty percent of the state
budget of income and expenditure as well as from the regional income and
expenditure budget to meet the needs of national education.
5. The government promotes science and technology by supporting high religious
values and national unity for the advancement of civilization and the welfare of
mankind.

Since it is globalization era, the competition is not simply local but in international
arena, Indonesia has to step up the game too in order to be able to compete in international
level. In order to compete in international level in term of education, the Government of
Indonesia created Law No. 20 of 2003 Subsection 50 Paragraph 3, “The Government and / or
regional government organizes at least one education unit at all levels of education to be
developed into an international standard education unit.”

In realizing Law No. 20 of 2003, Indonesia created a bilingual education program

named RSBI (Rintisan Sekolah Bertaraf Internasional) in 2007. The program is stated in
Ministry of National Education in 2007 regarding "International Standard Quality of
Elementary or Middle School Level", that the school or madrasah has to qualified in SPN
(National Education Standard) and enriched by the reference to one of the member of
Organization for Economic Co-operation and Development or other developed countries in
term of education.

2.3.1 The Strengths and The Weakness of The Policies

A. The Strengths

1. RSBI improves the quality of education in Indonesia, because RSBI is oriented to

countries that have best quality in term of education.

2. RSBI certainly improves students' English skills. The use of English as a teaching
medium in the classroom will make students more familiar with the International
language.

3. RSBI improves Indonesia's competitiveness because RSBI has a level of learning that
is almost equivalent to developed country in term of education. That makes
Indonesian education begin to improve. Not only improves Indonesia’s
competitiveness, RSBI also improves student’s English ability too, and make it
compete in International level.

B. The Weakness

At the beginning, it was expected that RSBI would develop as a leading school but still
populist. That is why the government provides assistance in guidance and subsidies with
different scales. This assistance aims to improve the capacity and quality of RSBI. But
ironically there have been many deceptions committed by RSBI.

1. Many RSBI teachers have not been certified as Masters and are not fluent in English.
Most of RSBI’s teachers are not Masters except the principals. This condition makes
the qualifications of RSBI teachers are questionable
2. The high cost of RSBI education makes it difficult for poor students to get educational
opportunities. To get into RSBI, money is needed between 5-10 million rupiah. This
condition is very unfair to the hearts of smart but poor students. Meanwhile, middle
and poor residents are forced to choose other schools. In fact, many poor people are
smart and able to compete internationally.

3. RSBI creates social jealousy in society. The RSBI program makes the schools that
follow it become exclusive and create castellations because they can only be entered
by middle and upper class children.
 CHAPTER III

CLOSING

Policy is a formal rule that is the result of a formal organization, which are integrated
and related to the purpose of creating new values in society. Policy will be the main reference
for members of the organization or community members in act. Policies are generally
problem solving and proactive. Policy is very important, it is necessary to make the program
have clear rules and foundation.
One policy is a policy in the field of education. Policies in education generally
regulate the right of everyone to get education. Furthermore, policies in education also
regulate bilingual education. In the United States of America, the policy regarding Bilingual
education first came into existence in 1959. This policy as a direct result of the 1959
revolution in Cuba. After Fidel Castro overthrew the dictatorship and established Communist
government, many middle- and upper-class Cubans are fled to the United States. A large
number of these refugees settled in Florida. They cannot understand English, and even less
speak English.
Through time, the policies of bilingual education in United States is continue to grow
and amended 4 times. The last amended was made in a 1994.

Amendments to the Bilingual Education Act

 The Amendments in 1974

 The Amendments in 1978

 The Amendments in 1984

 The Amendments in 1988

 1994 Reauthorization

Indonesian as part of the global community cannot help entering competition in this
modern era.With that era, Indonesian is required to be able to follow free competition,
including in the education sector. Bilingual education has also entered and applied in
Indonesian education. Policies that regulate program in Bilingual Education in Indonesia, are:
  Law of the Republic of Indonesia in 1945 Article 31 Paragraph 1-5
 Law No. 20 of 2003 Subsection 50 Paragraph 3

In realizing the law, Indonesia created an international school program named RSBI.
The existence of RSBI, has a good and bad impact on Indonesia. Those impacts are:

• The Strengths
• Improves Education in Indonesia

• Improves students' English skills

• Improves Indonesia's competitiveness in International era

• The Weakness

• Teachers not fluent in English

• High cost of RSBI

• Causes social jealousy in society