Your editorial (June 24), "Bilingual-Education Boost," reeks of intellectual shallowness, truncated logic and a "Danny Do-Good" view of what is going on in many classrooms.
Why, oh, why, don't you ask some of the more than 300 teachers in the Santa Ana Unified School District how much of a failure the present bilingual education law is? Why don't you ask some of the more than 200 teachers of the Garden Grove Unified School District the degree of failure for the native language, usually Spanish, bilingual program? Why don't you ask Brenda Baricza of Salinas, about how the bilingual program discriminates against her son who speaks English as his native language? Why haven't you talked with Dr. Robert Rossier or Gloria Tuchman or Bettie Howser, people who can easily point out the widespread failures across the public school landscape of native-language bilingual education. Why don't you talk with Chris Simmons of Burbank or Ena Garcia of Glendale about the reasons they believe that native-language bilingual education is neither bilingual nor educational?
How is it possible for you to defend so-called bilingual education when even you admit in your own editorial that, and I quote, "there is no comprehensive report concerning the results of bilingual education in California"? Over the last three years of membership in English Language Advocates, a group of teachers, administrators, and parents concerned with the failure of native-language bilingual education, I have heard a steady stream of teachers who support the bilingual ESL (English as a Second Language) classes for students. We clearly need this for our new immigrant kids and native-language-speaking aides in every classroom to help. On the other hand, teaching kids in Spanish and, later, in English has received an almost unanimous vote of failure.