• Abstract After the Great War, the polyglot boardinghouse, like the French countryside “over there,” had been torn to sheds and was left in shambles. Nevertheless, portions of the boardinghouse remained—just scattered ruins really, but enough foreign-language rubble to use as materials for reconstructing at least sections of multilingual America, a multilingual America that was partially supported by bilingual education. The notion that dual-language instruction did not simply stop after World War I runs counter to the assertions of language scholars who, particularly in the 1960s and 1970s, began to explore the history of bilingual education in the United States. In 1971, Theodore Andersson, a professor of language education at the University of Texas, claimed that “[b]ilingual schoolingdisappeared from the United States scene between 1920 and 1963.” Although Andersson was a leading authority on the history of dual-language instruction in America, his perspective underestimated the bilingual activities in the nation’s schools during the 1920s and 1930s, decades that were pivotal in the development of the modern bilingual education movement of the 1960s, a movement in which Andersson was a central figure.
Theodore Andersson, “Bilingual Education: The American Experience,” The Modern Language Journal 55, no. 7 (1971): 428; Theodore Andersson, “Bilingual Education: The American Experience” (paper presented at the Conference on Bilingual Education, Ontario Institute for Studies in Education, Toronto, March 13, 1971), box 1, file 16, Theodore Anderson Bilingual Education papers, Nettie Lee Benson Latin American Collection, University of Texas, Austin (hereafter cited as NLB Collection); Theodore Andersson, “Testimony Presented on H.R. Cnc Alt Program Yazma more. 9840 and H.R.
10224 to Authorize Bilingual Education Programs in Elementary and Secondary Schools before the House General Subcommittee on Education and Labor,” June 29, 1967, box 1, file 14, Theodore Anderson Bilingual Education papers, NLB Collection; Carlos Kevin Blanton, The Strange Career of Bilingual Education in Texas, 1836–1981 (College Station: Texas A&M University Press, 2004), 121–136. Herbert Hoover, “True Liberalism Seeks All Legitimate Freedom,” in Our Nation’s Archive: The History of the United States in Documents, ed. Erik Bruun and Jay Crosby (New York: Tess Press, 1999), 678–681; Wall Street Journal, “Demoralization Was Unprecedented,” in Our Nation’s Archive, 681; Ludwig Dilger, November 7, 1925, in News from the Land of Freedom: German Immigrants Write Home, ed. Turbografx 16 Emulator. Kamphoefner, Wolfgang Helbich, and Ulrike Sommer, trans.
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Susan Carter Vogel (Ithaca: Cornell University Press, 1991), 508; Ludwig Dilger, February 12, 1926, in News from the Land of Freedom, 508–509; David Tyack, Robert Lowe, and Elisabeth Hansot, Public Schools in Hard Times: The Great Depression and Recent Years (Cambridge, MA: Harvard University Press, 1984), 6–7. Richard Hofstadter, ed., The Progressive Movement, 1900–1915 (New York: Touchstone, 1986); Richard Hofstadter, The Age of Reform: From Bryan to F. (New York: Vintage Books, 1955), 3–22; Henry F. May, The End of American Innocence: A Study of the First Years of Our Own Time, 1912–1917 (New York: Alfred A.