S.B. 462: THE ENGLISH LANGUAGE PROFICIENCY ACT AND THE REPEAL OF THE COLORADO BILINGUAL BICULTURAL EDUCATION ACT OF 1975 (LEGISLATION, POLICY-MAKING).

摘要

The purpose of this study was to discover and reveal, in narrative form, the story of the passage of S.B. 462, The English Language Proficiency Act and the subsequent repeal of the embittered six-year-old Colorado Bilingual Bicultural Education Act. Using naturalistic methodologies, particularly ethnomethodology, the researcher sought to uncover philosophical and political positions that existed in the battle over bilingual education in Colorado.; Various forces, particularly national and state attitudes toward bilingual education, perceived need for change by the state education establishment, and compound political relationships with and within the legislative system, and the legislative process were examined. Attention was given to bilingual education as a strategy for social change.; The findings, an accumulation of inductive facts, which underwent constant comparison within the boundaries of the study, were compared with existing organizing theory: equilibrium, conflict-consensus, and the "black-box" of policy development. The study both comments on and tests existing theory without being bound by it, and serves as an example of the reality from which theory is abstracted. Additionally, findings were compared with findings of related studies.; The researcher found that the E.L.P.A. resolved philosophical disagreements over the state's role in educational decision making by repossessing that power for local education agencies.; Minority forces, significant in the 1975 passage of the Bilingual Bicultural Education Act, did not influence the outcome of the legislation, despite the fact that key motivators of the enactment of the C.B.B.E.A. were members of the Legislature and that the major education organization, the Colorado Education Association, had aligned with them.; Defenders of bilingual education believed throughout that it was an educational issue and depended on positive evaluation reports to justify its retention in state statutes. Public opinion, like research findings, had minimal effect on the outcome.; Backers of S.B. 462 supported funding transitional-type programs for non-English language speakers, but objected to funding programs for language or cultural maintenance, restoration, or enhancement.; Republican control of the Legislature, the deteriorated influence of the Democratic Chicano caucus on the Governor, and the persistent support and lobbying of the State Education Agency assured passage of the E.L.P.A. in 1981.