Different scholars presented different views basing their arguments on what the effect of bilingualism may bring to the United States. Proponents like of English-only argued that bilingual lead to national disunity ethnic group isolation and even encourage economic disparities between the rich and the poor (Mujica, 508). Opponents, on the other hand, felt that the English only movement could violate the civil rights of the migrant in the United States. Considering the number of non-English speaking immigrants and the number of non-citizen students in the United States, bilingualism should not be an option but a civil right so that no group feels sidelined.
The controversy over bilingual was partly whether bilingual education programs should be introduced into the system. It was until min-1960s that bilingual education was initiated. However, bilingual education teacher training was introduced later in 1974 (Garcia, 391). Even though some scholars insist that foreign learners be taught in the English language to since teaching them in their native language would be one way or another delay their education (Crawford, 595). Research shows that the contrary to their beliefs bilingual learning is not time wasting as gives the learners an advantage of acquiring a second language and be able to continue their learningprocess. Craford states that bilinguals program learners tend to outperform the other non-bilingual counterparts. This fact is supported by scientific research proving that the bilingual experience improves the brain's executive function making such learners good problem solvers than their counterparts. Bilingual children tend to out-perform monolingual children on exercises that require concentration. Research shows that bilingual speakers are better in cognitive control and attention. Proponents of bilingual education assert that any non-English speaking student taught in their mother tongue and then English, the student is capable of learning English in a more efficient manner.