This paper seeks to answer three research questions:
1) How is English acquired and adopted or incorporated in the lives of Hispanic students through the educational system and with what degree of success?
2) What are the characteristics of a successful program for English acquisition?
3) Is native language and culture necessarily sacrificed for socialization into the united states?
Answers to these questions were attained through researching pertinent literature, observations made in five schools and interviews with administrators ,teachers and students. Research concluded that of the four primary methods of teaching English to language minority students, Language education Submersion, Immersion, English as (ESL) and Bilingual Education, was the most effective because a Second Bilingual it allows students to receive instruction in their native language on a long term basis while English is learned as a byproduct of social interaction. Observations within the schools revealed the de facto segregation of Hispanic students who continued to use Spanish at school. This segregation was especially evident at the schools which did not use Bilingual Education programs.
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