Liberal affirmation of culture ought not impede a shared value with conservative voices calling for a common language of English. The children of China are taught English and will make China the largest population of English speakers (albeit a second language) in the world
by 2025.  The shared language of 28 nations in Europe is English. The common ground among Native Americans, nativists and newcomers
is English. 

We are witnessing a confluence of forces that creates a tectonic realignment around immigration...but immigrant integration hangs on different forces, and shared language is unmistakably the premier force.

Who is responsible for the provision of English as a Second Language instruction and in what form is it available? Immersion brings most children to English fluency within two years though it takes about five to be at equivalence. Each year of adulthood appears to slowdown the acquisition of language and this simple truth demands a creative educational system for adult learners that afford the would-be student a myriad of options. Refugees are offered survival ESL on arrival but for most immigrants, it is a question of money or long waits to find an
English class.

Policy is absent, in part due to a laissez faire history, absent political determination, and occasionally financing priorities. While many are rightly fighting for interpreter services and English Language Learner programs, there is little muscle fighting for robust ESL. Perhaps the upcoming immigration reform bill needs to include "integration" in the bill title and include language training in its provisions! 

Graduation rates are a measure of integration for immigrant minors. The foreign born are within all ethnic/racial groups, but compare the white high school graduation rate of 83% with 66.1% for African Americans, 93% for Asians and 71.4% for Hispanics.  How well English for Speakers of Other Languages is taught, the availability of classes, the speed of integration and how attentive schools are at keeping students at grade level while acquiring English language are all measures for assessing state and community commitment.

The pace of English acquisition, however, varies widely from one year to 6.5 years (Pray and MacSwan, 2002). In response to this fact, mandated pedagogy, forced one or two-year limits or any such one-size fits all approach defeat the purpose. Educators need empowerment, options and trust in order for the future Americans in our schools to prosper.  

At the same time, adult ESL must become a national priority. We want to speak a common language, so let us provide the means. The Dutch, for example, require every immigrant to attend Dutch classes provided by the government. Here we must rise above the disorganized and poorly orchestrated offerings to make this a prime task of adult education.

The world is learning English, and newcomers here are generally eager to learn English. We have to decide to offer English classes to all!

Language is central to one's identity and also to national life. We begin with a clear priority for shared English but move quickly to the advantages of being multi-lingual. Both as a nation and as individuals this takes us into the excitement of language acquisition, preservation and relearning and the cultural competence that only comes from entering the rich connectedness of shared language.

Westy Egmont, Director