Fight segregation in bilingual education

WASHINGTON, DC—A passerby at 8 in the morning might see a multiracial groups of students enter a public school building. But inside school, segregation dominates, as most of the Black and Latin children (and many low-income working class whites) end up in a lower ‘track’ with less access to enrichment resources. I am engaged in a struggle around bilingual education that, in its own way, is promoting segregation by race, class, and ethnicity.
Jim Crow segregation and its new forms
In 1954, the U.S. Supreme Court ruled that racial segregation in schools had to end because “separate” was inherently unequal. This reversed the previous right of governments to mandate segregated facilities, and has been hailed as an historic step away from institutional racism.
But capitalists require a divided working class to exploit us more effectively. So school systems have created new, internal forms of segregation. The most common is ‘ability tracks’ within a school. Wealthy parents (mainly white) get their kids extra tutoring and enrichment that are not available to their working-class peers. These students are then placed in “advanced” learning tracks based on spurious test scores and guidance counselor advice.
Local governments have also maintained segregation through a policy of “neighborhood schools”, which reflect the segregated housing patterns of most communities. During the 1960s and 70s, as bussing was mandated to help overcome these racist patterns, the bosses used scare tactics to inflame racist attitudes by white parents, further dividing the working class. Today, most bussing programs have ended and schools are increasingly segregated by race and ethnicity. Children from low-income families, disproportionately Black, Latin, and/or immigrant, end up with fewer resources in their schools and lower opportunities for future success.
Bilingual education wrecked by racism
Language skills and general learning is best accomplished in a dual immersion process whereby half the school day is taught in Spanish and half in English with students from both language groups.
The elementary school where I teach has a student population that is 75 percent immigrant and 65 percent Latin. The school established a ‘partial immersion’ program aimed at students whose first language is English. Spanish was used to teach math and science. Students learned these subjects and also acquired Spanish skills. The program was designed to attract mostly white, affluent students. Children whose first language is Spanish were actively denied spots in this program. Latin students were taught only in English –in spite of extensive research showing that native language literacy improves overall academic progress.
This outright racist policy of flagrantly denying Latin families access to the partial immersion program was quietly ended when a few anti-racist teachers and parents protested this as a civil rights problem. We suggested a truly bilingual program —dual immersion—but policy makers continued segregation, citing budget constraints.
Segregation also reared its ugly head in the advanced math program. At first this special program was 90 percent white in a school where less than 15 percent of the population is white. Parents and teachers pushed back, forcing the administration to enroll more Black and Latin children. This required a struggle because racist segregation is so deeply built into the DNA of capitalism.
The partial immersion program ensured segregation of children by language as early as the age of five. Children learn early on that the system is designed to serve only some. This experience contradicts the idea that the system of public schooling in the United States is designed to educate everyone. People wonder why schools are failing Black and Latin children? Why are schools denying equal educational opportunities to low-income children? Why are people stuck in poverty? The educational system reinforces these inequalities generated by capitalism.
Education departments talk out of both sides of their proverbial mouths.  They hypocritically demand that teachers “close the achievement gap” and demonstrate “cultural competency” yet policy makers mandate racist, divisive policies.
Reform comes with a bitter pill
This country is now starting a dual-immersion program, where 50 percent primary-English speakers and 50 percent primary-Spanish speakers will be placed in the same classes and receive half of their instruction in one language and the other half in the second language. This is the great way for kids to become bi-literate and academically successful. When implemented correctly, it is a win-win situation for all kids. In theory, the Latin kids will get access to literacy development in their first language and anti-racists should be excited! We’re getting the bilingual program we wanted.
However, capitalist reforms come with a bitter pill. The partial immersion program that had attracted affluent families to our school is being moved to a more affluent neighborhood where they will get the whole day in Spanish. Thus segregation prevails and resource disparities between schools will grow. The possibility that our school will become integrated by race, ethnicity, and immigrant status will once again be remote.
Revolutionary change required
Communists in the schools must fight all forms of segregation because it weakens all working class students and families in the class struggle. Teachers must constantly resist all the forces working to segregate and re-segregate our schools. We must build a multiracial base with parents, and grow these battles into a mass movement for improved education and ultimately a new system of communism. Then the possibilities for the blossoming of our children will be endless.