A historical perspective on bilingual education is written in the article "Bilingual Education Traces its U.S. Roots to the Colonial Era" in the magazine Education Week. The author begins by writing, "Bilingual education has been part of the immigrant experience in America since the Colonial periods, when native-language schooling was the rule rather than the exception" (21). When immigrant groups settled in the United States they taught their children in their own languages, despite some attempts to impose English instruction. Many do not believe it but bilingual education was started before 1800 when German, French, Scandanavian, Polish, Dutch and Italian schools were established. From 1839 to 1880 French was the medium of instruction in Louisiana and from 1848 Spanish was the medium of instruction in New Mexico. In 1880-1917 German-English schools were established in Cincinnati, Baltimore and Indianapolis. The article mentions, "A resurgence of nativism in the late 19^th century- a backlash against the foreign born, led by such organizations as the Know-Nothing Party- marked the beginning of a decline for bilingual education" (22). Bilingual education decreased significantly following World War I through the 1950’s. This decrease was due in large part to the intense nationalistic mood of the country during this period. President Roosevelt told immigrants, "There is no room in this country for hyphenated Americanism.. Any man who comes here… must adopt the institutions of the United States, and , therefore, he must adopt the language which is now the native tongue of our people, no matter what the several strains in our blood may be. It would not be merely a misfortune, but a crime to perpetuate differences in languages in this country" (22). After World War II missionaries created a softer approach to assimilation. In 1930’s English as a second language method was created to teach foreign diplomats and university students but then it was extended to minority children. Students were removed from regular "sink or swim" classrooms typically for 45 minutes a day, two to five times a week for compensatory instruction. It was not until 1963 when the bilingual schooling was reborn with the creation of the bilingual programs in Dade County, Florida by the Cubans who fled to Miami after the Cuban revolution in 1959.

        Bilingual education is a comprehensive educational approach that involves more than just learning English skills. Children are taught all the areas first in their native language. Oral expressions and reading are developed in native language courses and English is taught formally in English as a Second Language classes. Once the children have learned to speak English, they are taught to read it. Instruction through English in cognitive areas begins when the child can function in that language and experiences no academic handicap due to insufficient knowledge of the language.

        In Hartford as the population of Puerto Ricans increased so did the need for the advancement of Puerto Ricans. Ethnic politics became important in the advancement of Puerto Ricans in Hartford from 1950 to present day. Jose Cruz in the book Identity and Power writes, "Others saw clearly that politics was a means to advance a Puerto Rican agenda that included bilingual education, the hiring of Spanish-speaking police and firefighters, the official celebration of Puerto Rican holidays, and better employment and housing opportunities" (Cruz, 161). By 1971 teachers from Puerto Rico were being recruited in the program Teachers Corps to help set up the bilingual program. In 1979 The Goals and Objectives of the Bilingual Education read as follow, "The Board recognizes that linguistic and cultural pluralism is not only a reality, but also a positive element in American society, and that the schools are one of the most important and influential vehicles through which linguistic and cultural stereotypes are eliminated…The Board affirms that the ability to function in more than one language and culture is desirable educational goal in modern society…" The Goals are to provide a high quality academic program which is comparable to the mainstream program; to insure that students acquire the English skills needed to make a successful transition to the English mainstream program; and to assist students in developing a positive self image so they have pride in their own cultural background but also have an understanding and appreciation of the US culture and society.