An example of legal rationale in regarding bilingual education is English being the only language approach that is taught to English language learners in the United States in school districts according to No Child Left Behind Act of 2001(NCLB).
With the arrival of British explorers in the 18th century, the gold rushes of the 19th century, and the settlement of the West in the late 19th and early 20th centuries, Canada became one of the world's main immigrant-receiving societies, a position it retained through the 1920s and after the Second World War (see ; ). In anglophone regions of the country, immigrants were overwhelmingly expected to assimilate into the English majority. (In , the vast majority of new immigrants during this time period arrived in , where many learned both English and French.) This expectation of cultural assimilation was embodied in the notion of the “melting pot” — a term that became popular in both the United States and Canada following the 1908 production of a play of the same title, which portrayed the assimilation of a Russian Jewish man into American culture.
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James Banks on Multicultural Education
If Rorty is right (and I think he is) that it makes no difference to educational practice whether or not we accept the principles of the Western Rationalistic Tradition, then Searle cannot appeal to these principles to support the traditional canon, nor can the multiculturalists rest their defense on denying them. Searle says that the rejection of metaphysical realism "goes hand in hand with" a belief in multiculturalism, although he sees the relationship between the two as more complex than the "obvious" relation of metaphysical realism to the ideals of the university. He writes,
[tags: Education, multiculturalism, culture]
The nation is made up of citizens with different heritages, traditions and practices that have positively integrated into Canadian society ever since the government began to acknowledge diversity within the country.
[tags: Multicultural Classroom Environment]
Just as universities must compete with one another for students, so must the individual departments. At a time of rank economic anxiety, the English and history majors have to contend for students against the more success-insuring branches, such as the sciences and the commerce school. In 1968, more than 21 percent of all the bachelor's degrees conferred in America were in the humanities; by 1993, that number had fallen to about 13 percent. The humanities now must struggle to attract students, many of whose parents devoutly wish they would study something else.