Language, Schooling, and National Identity: The Implications of Transnationalism, Globalization, and Mass Migration.

The current debate in the United States over undocumented immigrants, the controversy over a Spanish version of the national anthem, and congressional proposals declaring English the "national" or "unifying" language all point to a growing identity crisis sweeping the country. The media abound with public intellectuals and political pundits pondering, "Who are we?" For a nation built in large part on immigration, the language question in particular has been a recurrent lightening rod in the movement toward ongoing compulsory nationalization. An often overlooked yet important factor is the critical role that public schooling has played in that effort. In recent years, transnationalism and globalization have added distinct challenges both here and abroad to a new wave of mass migration across the globe. This paper uses language policy and schooling as the prism for exploring how these trends have given rise to "dual identities" and attachments, and what the potential consequences might be for educating and integrating the children of "new immigrants." It suggests that the United States, as a nation, reassess the prevailing assimilation ideal, and that policy makers and educators consciously reshape policy on language and culture in the schools, for both native-born and newcomers, to reflect the changing demographic, political, and economic landscape. It further compares and contrasts the United States experience, both in the past and the present, with immigration problems now confronting western European nations like France, Germany, and the Netherlands, where different historical circumstances may demand unique educational solutions. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]