Demographers predict that by the end of the century
Spanish-speaking persons will constitute the largest minority group
in the United States--in this context, bilingual education must be
considered a crucial issue for educators and policymakers at the
state, national, and local levels. Professors Cafferty and
Rivera-Martinez analyze bilingual education policies and programs,
particularly as they affect the Puerto Rican child, and reach some
startling conclusions. They find that these programs do not,
despite the best intentions, offer the equal opportunity and social
mobility that has been their purpose. While the authors attempt to
neither examine nor define the general problem of bilingual
education methodology, they do address the problem of educating the
Puerto Rican child as one minority among many. They suggest
alternatives for solving the problem and recommend specific
policies for federal, state, and local governments attempting to
integrate Spanish-speaking minorities into the educational process.
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