Multi-Lingual Madness ~ Gov't 'Aids and Abets' Illegal Aliens (Part 3 of 8)
Daneen G. Peterson, Ph.D.
March 01, 2006
America's Schools -- the 'Other' United Nations
Did you ever wonder what catering to ESL (English as a Second Language) students would do to our educational system? What follows is a compilation of the insanities our government has wrought upon America and our children as well as their families by bending over backwards to appease tens of millions children who are here illegally. They take, and take, and take and never give. Scarce resources, teachers, administrators, and other staff personnel are consumed by illegals while your child is denied a first class education in order to accommodate illegal aliens.
1. Are the Language Police Roaming the Halls of Your School?
The New York Immigration (legal, illegal or both?) Coalition (of whom, legal, illegal or both?) see themselves as 'helpers to the school system" when they "make sure if [they find] there are holes in the system we alert [the] Department of Education officials."(1) What 'holes' are they speaking of, you ask?
For example, one of the 'monitors' (language police) said "she noticed 'restroom' and other signs were in eight languages , but the welcome sign, with its list of required documents, was in English only. After being alerted, one supervisor at the Long Island City site taped up the list in other languages." "Monitors found that some enrollment centers were making do with children translating for parents and having security guards checking for required school documents, a sensitive situation for some who may be illegal immigrants ."(1)
First and foremost, many of these students are here illegally. Secondly they are getting a FREE education on your dime. You would think they would be so thrilled to receive America's largess that they would do as immigrants have always done in the past and found someone -- family member, neighbor, friend, church member etc., to help them out. But not today. Instead it is seen as a 'crime' for a child to act as a translator. And heaven forbid that the paid help in the form of a security guard should pitch in a take up some of the slack because an illegal aliens' 'sensitivities' may get hurt. That 'help' too is taboo, it has to be the 'right kind of help,' you know, one that can be fixed by your tax dollars.
"Elsie St. Louis Accilien, executive director of the Queens-based Haitian Americans United for Progress [said] . . . We want to make sure parents and their children are getting their fair share [of your tax dollars], that they're getting the services they rightfully deserve . . ."(1) There is no keeping a 'low profile' here considering that they are illegally present in our country. There is no shame, no respect and all the while arrogantly demanding their RIGHTS!
How did they get their 'fair share' and address the problems their monitors found? They spent your taxpayer dollars to have "key documents in the top eight languages [translated], which include Urdu, Chinese, Haitian-Creole and Spanish. Sixteen translators have been hired and five companies with translators [are] on call [and] have been awarded contracts." The Department of Education (DOE) spokeswoman Kelly Devers said: "Our goal is to have staff thinking proactively about providing services." Why would they have to 'think proactively' when the language police for illegal aliens will let you know loudly and clearly that they are entitled to those FREE taxpayer financed services.(1)
Do you have a feeling that the world has turned upside down? You're right, it HAS!
2. In Spite of ESL Help -- Hispanics Lag In English Proficiency
The question is why? Does it have anything to do with not wanting to 'dilute' their Hispanic culture as Ms. Garcia stated. Does it have anything to do with Vicente Fox's admonition to be 'agglutinative' and stay connected to Mexico? Does it have anything to do with Fox's praise for Spanish speakers who are 'doing their patriotic duty' to continue to speak Spanish while his 'migrant army' colonizes America in preparation for reconquista. Or is it 'all of the above?'
According to the U.S. Education Department there was "virtually no progress over the past decade in the ability of the country's adults to read newspapers, bus schedules and prescription labels." Of interest in the report is the fact that "every racial and ethnic group except for Hispanics improved in tasks ranging from reading materials arranged in sentences and paragraphs, computing number and comprehending documents such as bills. Forty-four percent of Hispanics, ages 16 and older, do not have basic English skills . . . [which is an] increase from 36 percent a decade ago, the last item the federal government released such a comprehensive literacy study."(2)
Keeping in mind that 25% of 4 people is ONE person, but 25% of 100 people is 25 people. So percentages are VERY misleading unless you know the number of people they are measuring. So an increase from 36% to 40% doesn't seem meaningful unless you realize that the number of people they are generating percentages from has increased by tens of millions of Hispanics across that decade. It's the NUMBER of people that are measured that tells the TRUE story.
3. New York City Schools Are a 'Tower of Babble'
Schools where "43 percent of public school students speak a language other than English at home. Parents who are not fluent may feel distanced from the schools by their inability to understand report cards, read permission slips or interact with teachers. The district . . . is hoping to change that this year with a $7.5 MILLION expansion of its translation and interpretation unit. For months, the unit's beefed-up staff has been translating school documents into eight languages, Spanish, Chinese, Russian, Bengali, Haitian Creole, Korean, Urdu and Arabic. This fall (2005) it hopes to launch an over-the-phone interpretation service for schools that need to communicate with a parent who doesn't speak English."(3)
Now it's not millions upon millions of dollars to teach the children who are not proficient in English, we taxpayers are now going to provide translators for the PARENTS of the children. Wouldn't it make more sense to spend that money on English language classes for the parents and let them learn English instead of spending that scarce $7.5 million education dollars for translators. Better yet, spend that money on the children that are being educated and let THEM teach their parents. Governmental insanity reigns again!
4. Del Monte Canning Plant Employs Hispanics & Changes Community
"Fifteen years ago, the school in the small town west of New Ulm had just two Hispanic students, according to principal Arla Dockter. Today, with migrant families lured by work at the Del Monte canning plant and a calendar company, about 40 percent of the 370 students this fall (2005) will be Hispanic . . . At the Sleepy Eye Elementary School, both students and teachers can take Spanish classes. When notes are sent home many parents receive them in Spanish. And for parent-teacher conferences, interpreters are available. . . 'It's helped up maintain our enrollment . . . I think we would be very much in [financial funding from the state] trouble if we didn't have our Hispanic populations."(4)
Here's the kicker -- according to Martha McMurry, a research analyst for the Minnesota State Demographic Office: "They've established a presence there because initially there were jobs in food processing industries . . . Then, I think once they get established, you get the secondary migration of people [more illegal aliens] moving to join their relatives . . . And Dockter, the principal, said the diversity is appreciated in the elementary school."(4) Don't you wonder how 'diverse' the school will be once all the 'relatives' arrive?
What 'trouble' would there be if the school had a smaller staff, less teachers, no interpreters and perhaps when the relatives start to arrive probably another school building will be needed. What is really mind-boggling about the discussion above is that nowhere does anyone ever mention the fact that a very large number of those Hispanics are here illegally. Do reporters ever question that fact when writing about the problems? Why not?
5. One-Third of the 670 Students do Not Speak Proficient English
In Brunswick, Georgia at the Burroughs-Molette Elementary School "which draws many of its students from public housing [read taxpayer subsidized housing] near the Hercules chemical plant in Brunswick . . . [t]he test scores of Hispanic students . . . were what kept the school from making adequate yearly progress the past year" under the federal No Child Left Behind legislation."(5)
The Principal Morris Arrington said: "This school is definitely not business as usual . . . Nothing is simple here." "That becomes clear when one considers that any piece of correspondence, from simple teacher's note to the school's newsletter, must be translated into Spanish as well as English, to reach the parents of the vast majority of the school's non-English speaking students, who are Hispanic."(5)
The first question that comes to mind is why do writings for the school newspaper need to be translated into English?The second question is why does the 'vast majority' of student the population consist of Hispanics -- in southern Georgia? Could it be that many are here illegally? Too bad our federal government is more concerned about "No Child being Left Behind" than stopping the massive illegal immigration that is turning our schools into harbors for illegal aliens. Don't you wonder if 'No Child Left Behind' isn't referring to all the children still in Mexico. When will the detriment of America's children ever be studied, evaluated and protected from being 'Left Behind' educationally in schools that are virtual Spanish speaking Hispanic enclaves.
6. The Sky's the Limit!
"Reaching Students' Families on Their Terms: Schools Translate Complex Texts Into Slew of Languages." That's the headline in The Washington Post. The article goes on to say: "How do you translate 'authentic assessment' into Urdu? 'Stakeholders' into Spanish? 'Paradigm shift' into Cambodian? . . . Increasingly, education is not just about how to reach students in the classroom -- it's about how to communicate and connect with their families outside of school."(6) Why?
"In Montgomery Country, where students speak more than 140 languages, letters go home in five languages in addition to English: Spanish, French, Korean, Vietnamese, Chinese, Korean, Arabic and Farsi [that's eight languages nine if you count English]." The Montgomery PTA has 'pressed' for improved translation services in the county, where the number of non-English-speaking students increased 83 percent from 1995 to 2005."(6) Why?
"The Fairfax Country [VA] officials translate student handbooks and notices into seven tongues: Spanish, Urdu, Vietnamese, Chinese, Korean, Arabic and Farsi."(6) Why?
Perhaps Ms. Marcelo Suarez-Orozco, co-director of New York University's Immigration Studies Program has the answer when she remarks: "Immigrant families are the fastest-growing sector of the school population in the U.S. . . Schools in every corner of the country are facing this issue."(6) Why?
In response to the questions of why -- could the answer be massive, overwhelming, illegal immigration in addition to the more than one million immigrants entering America legally each year? They are not assimilating, they are not learning our language, so what do we do -- we do everything for them in THEIR language. How insane it that? What are we doing, turning our country into the tower of babble? Insanity reigns!
7. Palm Beach County, Florida has 53 Bilingual Guidance Counselors
"The school district pays teachers to get their guidance counseling master's degree at Florida Atlantic University [FAU], and the teachers work alongside a certified guidance counselor while they are trained. . . The guidance counselor program was started four years ago, after the Department of Education cited the school district in 2000 for failing to adequately serve the needs of children with limited English skills."(7) How does the Dept. of Ed determine that? What criteria do they use. How do they know when the supposed problem is solved? Will they know if the guidance counselors were the cause of the desired effect or results?
Since there was only ONE of the 250 guidance counselors who wasn't from the United States, the school district "formed a partnership with FAU which modified its guidance counselor master's program to include special training in dealing with children from different backgrounds. The district received a $360,000 federal grant [your tax dollars] to start the program."(7)
The story gets ever better -- Steve Byrne, assistant director of multicultural education said that: The program is available only to educators who spent a significant part of their life in a Spanish--, Creole-- or Portuguese-Speaking country. These are the three most common languages spoken by immigrant children in Palm Beach County. In the district's ESOL program, 10,000 students speak Spanish, 5,500 speak Haitian Creole and 1,000 Portuguese. . ." Nuncia Lowery, multicultural manager with the West Palm Beach school district said that: "One of the questions we ask when we interview them is to describe their immigrant experience. We're looking for someone who was born and raised in another country."(7) Why?
So now we decide who gets a free masters degree based upon being born outside the United States. Is there something wrong with this picture? Does that mean that an American-born bilingual person cannot provide guidance to an Hispanic child because they were not born in another country? How bizarre can you get? Does that mean if you weren't raised in poverty that you cannot provide counseling to a child who lives in poverty? Does that mean if you are a woman you can't adequately counsel boys? This taxpayer supported counselors program is just another 'slap in the face' for qualified Americans who are being discriminated against because they were born in America. What an insult!
Next you can expect to see a nationwide industry of bilingual immigrants who are getting employment and educational funding while leaving American bilingual speakers out in the cold, all paid for with YOUR tax dollars to boot. Do you have the feeling you've fallen down the rabbit hole at the Mad Hatter's Party? Will the insanity ever end?
8. How Schools Ignore the Real Problem with Racist Claims and Lame Solutions
"The Neighborhood around Columbine Elementary School is 87 percent Anglo [read white]." However, because Colorado law permits parental choice: "This year, the school in northeast Boulder [CO] is 82 percent Hispanic." Most of the parents who moved their children out of Columbine claimed "they were simply choosing options that were better for their children." . . . "But Richard Garcia, a member of the Colorado Commission on Higher Education who put six children through Boulder schools, is more blunt: 'My feeling is the problem is racism . . . I think people are leaving Columbine because they don't like to be with brown kids' . . ."(8)
According to the Rocky Mountain News Headline -- 'White flight' in Boulder: Schools becoming segregated as many select other options -- the following observations can be made about the apparently racist and multi-culturally and multi-lingually blinded educational community responsible for running the schools in Boulder:
It is suggested that the 'White flight' from Boulder, Colorado schools, and resulting school segregation, has nothing to do with racism, a convenient and diversionary 'whipping post,' nor the economic circumstances of those who are rich or poor or in-between. That 'segregation' -- a loaded term -- has absolutely nothing to do with ethnicity involving brown, black, yellow, or white skins as proclaimed by Richard Garcia, an apparently racist Hispanic, who most unfortunately is in charge of the Colorado Commission on Higher Education. Instead . . . the real problem is solely, completely, and unambiguously the result of MASSIVE numbers of students who cannot read, write, and speak the English language.
Until the schools and local governance wake up and honestly and loudly declare that English language skills are the root problem for their failing schools and segregation by choice, they will never solve the problem with: "good teachers and good principals and good attitudes" . . . nor "enrollment caps and preferences" all of which will essentially nullify parental choice and open enrollment as is the current law, causing many parents to rebel.
Nor will the problem be solved by having taxpayers pay for the transportation of "low-income students" while other parents provide their own, which means that the parent who supplies their own transportation would pay twice, with their gas, their time AND their taxes. How fair it that?
What then is the solution? It is suggested that Boulder's citizens need to stand up and take back their schools from the overwhelming horde of illegal aliens which is the 'true but taboo' underpinnings to ALL your problems. Work to stop 'birthright' citizenship and to repeal the laws that force us to educate anyone and everyone's child from around the world who illegally invades our country, defies our immigration laws and sovereignty, and is then rewarded with a FREE (but not for you) taxpayer paid education.
One last question -- Mexico does NOT supply FREE education to anyone who is in their country illegally, why do we?
9. California educators sue for bilingual tests
"The California Association of Bilingual Educators [no conflict of interest there!] CABE is suing the state of California to force the state to offer its statewide achievement tests, including English fluency tests, in Spanish. . . . CABE, joined by ten school districts, the League of United Latin-American Citizens (LULAC) [an anti-white, anti-American, anti-Minutemen organization(9)], and a bilingual-education lobbying organization called Californians Together [is that Hispanic Californians or ALL Californians?]. . . "(10) Insanity reigns!
10. Dallas School Principals Required to Speak Spanish
"The policy is the brainchild of Joe May, a Dallas school board trustee. A Mexican-American, Mr. May grew up in a Spanish-speaking household in Laredo, Texas. He learned English AFTER he enrolled in school." By a decision of five to four the Board of Trustees of the Dallas Independent School District (DISD) voted to require that some school administrators must become 'proficient' in Spanish in three years, a mandate that will "effect almost 50 schools in the district."(11)
"All three African-American trustees voted against the policy while all three Hispanic trustees voted for it in what newspapers described as a racially charged trustees meeting. The proposal was seen as the brainchild of the District's Hispanic school superintendent, Michael Hinojosa." Apparently Hinojosa and May are of 'like minds' so that both were cited as the originators of the insanity.(12)
"The draft 3-year plan requires principals to attend a weekly three-hour class for ten weeks during the fall and spring semesters, and give up four weeks of the summer break to attend all day classes. Two of the four weeks have to be spent attending class in Mexico."(12) Why in Mexico? Does that part of the plan speak volumes about the motivation behind the 'brainchild' of two more of Mexico's Hispanic shills working hard for Mexico here in America, pushing their agenda to force bilingualism on our country.
K.C. McAlpin, the executive director of ProEnglish said: "If the DISD wants to help Spanish speaking parents bridge the language divide, it should use its school facilities and resources to make English as a second language classes widely available to them . . . That would help those parents fend for themselves, boost their skills and economic prospects, and strengthen our country as a whole."(12) Ah, the clear sound of sanity!
A Dallas School District study in June 2005 found that schools with bilingual principals did not significantly differ from schools who did not have a bilingual principal. One trustee commented upon the study saying: "This appears on the surface a tactic to get more Hispanic-speaking people in leadership positions."(13) Another breath of fresh air and honesty. No pc there, how refreshing.
Dr. Christine Rossell, of Boston University opined that: "Forced Spanish instruction [for the principals] would condescend to immigrants, saying parents and students from a Latin American background are not sufficiently intelligent to learn English. That is why several states – California, Arizona and Massachusetts – voted to dismantle bilingual education programs. Students in English immersion classes consistently proved mandatory bilingual education harmful. More emphasis on English – as early as possible – is the best way to help students with foreign-born parents to succeed in American society."(13) Amen.
The 'dirty little secret' about the whole Dallas affair discussed above is that the real impetus to mandating school principals learn Spanish came about because parents at a Sam Houston award ceremony, which was conducted in English, infuriated Hispanic parents who DEMANDED it be in done in Spanish. Their audacity knows no bounds. Lou Dobbs believes that "to do so is to surrender America. Those parents need to assimilate to U.S. society, not the other way around." To see the Lou Dobbs' videos covering the Dallas story, go here: (14)(15)
The Mask comes off: 'Trustee' Joe May Wants to Hire 400 Illegal Alien Bilingual Teachers! So now we have come full-circle. Now we know what Joe May was REALLY up to. He's just another Hispanic 'shill' for Mexico's migrant army. "DISD 'trustee' Joe May knows where he can find a lot of people who speak Spanish fluently [but do they speak English fluently?] and are already in the country. And he'd like to put them to work." But there's a problem, Joe, it's against the law to hire illegal aliens.(16)
After engineering the ridiculous requirement for the principals to learn Spanish so the parents don't have to, now he arrogantly and audaciously makes the request to blatantly and openly break the law and hire Hispanic illegal aliens! Typical of most Hispanic shills, Joe May 'has no shame' about flaunting our law to help promote Mexico's Hispanic colinization and reconquista agenda. As is typical of Hisapnic shills, their audacity knows no bounds!
Joe is not deterred and believes "amending the law would help alleviate a shortage of bilingual teachers." Here's another solution, Joe: How about we send all those illegal alien children along with those 'anchor baby' children of illegal alien parents back to Mexico. Send the illegal alien bilingual teachers with them to teach in Mexico's schools. Then DISD wouldn't need ANY additional teachers especially illegal alien ones who would, no doubt, perpetuate the divisiveness of bilingualism.(16)
11. Pima County, AZ -- K thru 12 REQUIRED to learn Spanish
"Officials said the requirement at the Catalina Foothills School District in north Tucson would put students ahead of the curve at a time when Spanish-language skills are increasingly important . . . The program would cost about $439,000 the first year, including creating the curriculum and training eight new teachers, . The money would come from district funds and its private foundation, . The school day would increase by 30 minutes to add the classes for students in kindergarten through fifth grade ."(17)
Several questions come to mind. Who are the 'officials?' Did the 'officials' ask the parents if they agreed to having their children learn Spanish and to submit to a longer school day? Did they ask the parents if they wanted their children FORCED to learn another language? Isn't it hard enough to learn reading, writing and 'rithmatic in the primary grades without burdening children with a foreign language? Will those eight new bilingual teachers be Hispanics or will they also come from other cultures?
There's never enough money to teach Hispanic children English, so why is taxpayer money being spent to FORCE children learn Spanish? Is that so that the Spanish speaking children who can't master English won't have to? Who is the B>private foundation supplying financial aid. Whom do they represent? What is their agenda? These are questions that Pima County parents and taxpayers need to ask. Get off your duff and tend to your civic duty. Your children need you!
12. The Chula Vista Learning Community Charter School (CVLCC)
The CVLCC is teaching students half the time in Spanish which is aginst California law (Prop. 227). However, they are able to defy the law as a bilingual charter school which is privately managed and federally funded. More of your tax dollars helping to subvert the law.
The School's Mission: To "serve as a model for the district, state, nation, and international institutions, through the development of standards based curriculum, dual language acquisition . . . " "Students spend 45 minutes . . . where they learn to run businesses, apply technology, develop government and social agencies . . . become immersed in the realities of a free-market economy, replete with taxes, property concerns, income issues, and politics."(18)
Oh, so it is a 'business' school for children. The school is not votech, nor commercial, nor college prep, but a business ownership training school. How unique.
CVLCC website claims a "philosophy of . . . international perspectives . . . Dual Immersion Program that fosters . . . language learning." They celebrate diversity , value the acquisition of other languages in order to be competitive in world markets , establish awareness of global perspectives , with Spanish language instruction for history/social science and science."(18)
Isn't that wonderful! Those children should turn out to be the perfect brainless robotic workers America's elitists want for their 'global economy!' You did notice all the elitist 'code words,' didn't you? None of which emphasized education but instead promoted global and international perspectives, diversity, world markets, and Spanish language and NOT educational learning involving critical thinking, individualism, intellectual curiosity, creativity or the basics of reading, writing and 'rithmatic.'
CVLCC is currently leading a group of ten schools who are using taxpayer dollars to sue the state of California, to force the state to offer its statewide achievement tests, including English fluency tests, in Spanish.(10) In South County where CVLCC is, 90 percent of the students who are learning English come from homes where Spanish is spoken. "Attorney Mary Hernandez, said the lawsuit sets three goals: modifications such as oral directions in students' native language, state tests in Spanish and a plan for developing tests in other languages ."(19) So you see, there will be no end.
A Postscript:
"This fall (2005) the Vista Unified School District in California announced that it was giving up on failed bilingual education programs in favor of proven "structured Immersion" methods for teaching students in English . . . School officials said testing required by the No Child Left Behind Act showed too many students in the district's bilingual education classrooms were lagging behind while their counterparts in immersion style classrooms tested well."(20) Well . . . well . . . well, isn't that interesting?
13. NY City Mayor Bloomberg Says he will Veto Multilingual Report Cards
The city council voted 35-11 to provide translated report cards and other school communications into Spanish, Chinese, Russian, Bengali, Haitian Creole, Korean, Urdu and Arabic. The price tag is expected to be $20 million. That will probably rise exponentially since its only a guesstimate, not to mention there will be a clamoring for many other languages to be translated as the opening of the 'Pandora's Box' will slide faster and faster down that 'slippery slope.'
The lone sane objection came from Republican minority leader, James Oddo, who called the bill "misguided" and judged it to be "an attack on the most fundamental and common bonds that Americans have." Unfortunately, the Democratic leaders who control a solid majority on the council "have vowed to override his [Bloomberg's] veto early in 2006."(21)
14. How California Schools Cheat Our Children
As California school districts sink further and further into the abyss of intellectual incompetence, angry parents are asking "Why doesn't my child learn anything in school?" The answer from Joe Guzzardi a twenty-year veteran and expert on the California school malaise replies: "Your child doesn't learn . . . because education is no longer the primary objective of the California public schools. Academic excellence is subordinate to English language development, multiculturalism, ethnic awareness and the celebration of diversity."(22)
That's as 'plain spoken' and 'unvarnished' as the truth gets! Does anyone out there think there is a different answer? The attack upon our children's intellects is two-pronged. The largest and most obvious is the overwhelming illegal alien invasion and their anchor babies. The other is the propaganda of 'diversity' and 'multi-culturalism' by the pro-open borders elite and Hispanic 'shills' touted everywhere while it is being rammed down our children's throats.
To Be Continued in Part 4 of 8 . . . What Dark and Sinister Motives Propel Bilingualism?
Note 1: All bracketed [ ] notations within the quotes, are added for clarification.
Note 2: All underlining and italics, within the quotes and elsewhere, are done for emphasis.
Note 3: For an excellent source on The National Council of La Raza (The Race), LULAC, MALDEF, MEChA, and the ACLU, et al go to: NCLR.
Note 4: Trilateral Commission and Council on Foreign Relations (CFR): The two organizations that run the United States, CFR.
References
Ellen Yan, Pushing for translations, September 2, 2005, originally published in Newsday, Pushing story can be found here: Pushing For Translations.
Matthew Tresaugue, Hispanic literacy in U.S. shows troubling signs, December 16, 2005, American Renaissance, Hispanic Literacy.
David B. Caruso, NYC Schools Tackle Language Barrier, September 8, 2005, boston.com, NYC Schools.
Amy Forliti, Minority enrollment on rise in suburbs, migrant communities, July 21, 2005, Grand Forks Herald, Minority Enrollment.
BJ Corbitt, School facing language barrier: About one-third of Burroughs-Molette children lack English proficiency, September 5, 2005, The Brunswick News, Language Barriers.
Lori Aratani, Reaching Students' Families on Their Terms: Schools Translate Complete Texts Into Slew of Languages, January 24, 2006, The Washington Post, Reaching Students' Families.
Scott Travis, Program brings more foreign-born guidance counselors into schools, January 27, 2006, The south Florid Sun Sentinel, Foreign-born Guidance Counselors.
Berny Morson, 'White flight' in Boulder -- Schools becoming segregated as many select other options, December 19, 2005, Rocky Mountain News, White Flight.
Daneen G. Peterson, Ph.D., LULAC Raises 'Hate Speech' to New Levels, January 17, 2006, MichNews.com, LULAC.
ProEnglish Advocate, California educators sue for bilingual tests, Select: Summer 2005 (See Pg. 8), proenglish.org, Bilingual Tests.
Mary Ann Zehr and Linda Jacobson, Some Dallas Principals Must Learn Spanish, September 7, 2005, edweek.org, Dallas Principals .
ProEnglish Advocate, Dallas schools forcing principals to learn Spanish, Select: Fall 2005 (See Pg. 4), proenglish.org, Dallas Schools.
Stephen M. Lilienthal, Education in English Please, September 9, 2005, freecondress.org, Education in English.
Truth In Action, Lou Dobbs, CNN Video "8-25-05 Speak Spanish," Accessed January 21, 2006, tianews.com, Speak Spanish.
Truth In Action, Lou Dobbs, CNN Video "8-26-05 Speak Spanish," Accessed January 21, 2006, tianews.com, Spanish.
Tawnell D. Hobbs, DISD to discuss hiring illegal immigrant -- Hurdle in using these bilingual teaches: U.S. law prohibits it, February 6, 2006, The Dallas Morning News, Hire Illegal Alien Teachers.
Arizona Daily Star, Pima County district to require Spanish instruction, January 29, 2006, Arizona Daily Star, Pima County.
Chula Vista Learning Community Charter School, Programs: 50/50 Dual Language Program, Accessed January 5, 2006, CVLCC, Chula Vista.
Chris Moran, Suit to fight for bilinual testing: South County schools want more accurate assessments, June 1, 2005, SignOnSanDiego.com, Bilinual Testing.
ProEnglish Advocate, Another CA school system opts for immersion, Select: Winter 2006 (See Pg. 6), proenglish.org, Immersion.
ProEnglish Advocate, NYC mayor tries to block multilingual report cards, Select: Winter 2006 (See Pg. 6-7), proenglish.org, Multi-Lingual Report Cards.
Joe Guzzardi, Cheating Our Children, April 1, 2005, vdare.com, Cheating Our Children.
Copyright 2006 by Daneen G. Peterson, Ph.D.
Did you ever wonder what catering to ESL (English as a Second Language) students would do to our educational system? What follows is a compilation of the insanities our government has wrought upon America and our children as well as their families by bending over backwards to appease tens of millions children who are here illegally. They take, and take, and take and never give. Scarce resources, teachers, administrators, and other staff personnel are consumed by illegals while your child is denied a first class education in order to accommodate illegal aliens.
1. Are the Language Police Roaming the Halls of Your School?
The New York Immigration (legal, illegal or both?) Coalition (of whom, legal, illegal or both?) see themselves as 'helpers to the school system" when they "make sure if [they find] there are holes in the system we alert [the] Department of Education officials."(1) What 'holes' are they speaking of, you ask?
For example, one of the 'monitors' (language police) said "she noticed 'restroom' and other signs were in eight languages , but the welcome sign, with its list of required documents, was in English only. After being alerted, one supervisor at the Long Island City site taped up the list in other languages." "Monitors found that some enrollment centers were making do with children translating for parents and having security guards checking for required school documents, a sensitive situation for some who may be illegal immigrants ."(1)
First and foremost, many of these students are here illegally. Secondly they are getting a FREE education on your dime. You would think they would be so thrilled to receive America's largess that they would do as immigrants have always done in the past and found someone -- family member, neighbor, friend, church member etc., to help them out. But not today. Instead it is seen as a 'crime' for a child to act as a translator. And heaven forbid that the paid help in the form of a security guard should pitch in a take up some of the slack because an illegal aliens' 'sensitivities' may get hurt. That 'help' too is taboo, it has to be the 'right kind of help,' you know, one that can be fixed by your tax dollars.
"Elsie St. Louis Accilien, executive director of the Queens-based Haitian Americans United for Progress [said] . . . We want to make sure parents and their children are getting their fair share [of your tax dollars], that they're getting the services they rightfully deserve . . ."(1) There is no keeping a 'low profile' here considering that they are illegally present in our country. There is no shame, no respect and all the while arrogantly demanding their RIGHTS!
How did they get their 'fair share' and address the problems their monitors found? They spent your taxpayer dollars to have "key documents in the top eight languages [translated], which include Urdu, Chinese, Haitian-Creole and Spanish. Sixteen translators have been hired and five companies with translators [are] on call [and] have been awarded contracts." The Department of Education (DOE) spokeswoman Kelly Devers said: "Our goal is to have staff thinking proactively about providing services." Why would they have to 'think proactively' when the language police for illegal aliens will let you know loudly and clearly that they are entitled to those FREE taxpayer financed services.(1)
Do you have a feeling that the world has turned upside down? You're right, it HAS!
2. In Spite of ESL Help -- Hispanics Lag In English Proficiency
The question is why? Does it have anything to do with not wanting to 'dilute' their Hispanic culture as Ms. Garcia stated. Does it have anything to do with Vicente Fox's admonition to be 'agglutinative' and stay connected to Mexico? Does it have anything to do with Fox's praise for Spanish speakers who are 'doing their patriotic duty' to continue to speak Spanish while his 'migrant army' colonizes America in preparation for reconquista. Or is it 'all of the above?'
According to the U.S. Education Department there was "virtually no progress over the past decade in the ability of the country's adults to read newspapers, bus schedules and prescription labels." Of interest in the report is the fact that "every racial and ethnic group except for Hispanics improved in tasks ranging from reading materials arranged in sentences and paragraphs, computing number and comprehending documents such as bills. Forty-four percent of Hispanics, ages 16 and older, do not have basic English skills . . . [which is an] increase from 36 percent a decade ago, the last item the federal government released such a comprehensive literacy study."(2)
Keeping in mind that 25% of 4 people is ONE person, but 25% of 100 people is 25 people. So percentages are VERY misleading unless you know the number of people they are measuring. So an increase from 36% to 40% doesn't seem meaningful unless you realize that the number of people they are generating percentages from has increased by tens of millions of Hispanics across that decade. It's the NUMBER of people that are measured that tells the TRUE story.
3. New York City Schools Are a 'Tower of Babble'
Schools where "43 percent of public school students speak a language other than English at home. Parents who are not fluent may feel distanced from the schools by their inability to understand report cards, read permission slips or interact with teachers. The district . . . is hoping to change that this year with a $7.5 MILLION expansion of its translation and interpretation unit. For months, the unit's beefed-up staff has been translating school documents into eight languages, Spanish, Chinese, Russian, Bengali, Haitian Creole, Korean, Urdu and Arabic. This fall (2005) it hopes to launch an over-the-phone interpretation service for schools that need to communicate with a parent who doesn't speak English."(3)
Now it's not millions upon millions of dollars to teach the children who are not proficient in English, we taxpayers are now going to provide translators for the PARENTS of the children. Wouldn't it make more sense to spend that money on English language classes for the parents and let them learn English instead of spending that scarce $7.5 million education dollars for translators. Better yet, spend that money on the children that are being educated and let THEM teach their parents. Governmental insanity reigns again!
4. Del Monte Canning Plant Employs Hispanics & Changes Community
"Fifteen years ago, the school in the small town west of New Ulm had just two Hispanic students, according to principal Arla Dockter. Today, with migrant families lured by work at the Del Monte canning plant and a calendar company, about 40 percent of the 370 students this fall (2005) will be Hispanic . . . At the Sleepy Eye Elementary School, both students and teachers can take Spanish classes. When notes are sent home many parents receive them in Spanish. And for parent-teacher conferences, interpreters are available. . . 'It's helped up maintain our enrollment . . . I think we would be very much in [financial funding from the state] trouble if we didn't have our Hispanic populations."(4)
Here's the kicker -- according to Martha McMurry, a research analyst for the Minnesota State Demographic Office: "They've established a presence there because initially there were jobs in food processing industries . . . Then, I think once they get established, you get the secondary migration of people [more illegal aliens] moving to join their relatives . . . And Dockter, the principal, said the diversity is appreciated in the elementary school."(4) Don't you wonder how 'diverse' the school will be once all the 'relatives' arrive?
What 'trouble' would there be if the school had a smaller staff, less teachers, no interpreters and perhaps when the relatives start to arrive probably another school building will be needed. What is really mind-boggling about the discussion above is that nowhere does anyone ever mention the fact that a very large number of those Hispanics are here illegally. Do reporters ever question that fact when writing about the problems? Why not?
5. One-Third of the 670 Students do Not Speak Proficient English
In Brunswick, Georgia at the Burroughs-Molette Elementary School "which draws many of its students from public housing [read taxpayer subsidized housing] near the Hercules chemical plant in Brunswick . . . [t]he test scores of Hispanic students . . . were what kept the school from making adequate yearly progress the past year" under the federal No Child Left Behind legislation."(5)
The Principal Morris Arrington said: "This school is definitely not business as usual . . . Nothing is simple here." "That becomes clear when one considers that any piece of correspondence, from simple teacher's note to the school's newsletter, must be translated into Spanish as well as English, to reach the parents of the vast majority of the school's non-English speaking students, who are Hispanic."(5)
The first question that comes to mind is why do writings for the school newspaper need to be translated into English?The second question is why does the 'vast majority' of student the population consist of Hispanics -- in southern Georgia? Could it be that many are here illegally? Too bad our federal government is more concerned about "No Child being Left Behind" than stopping the massive illegal immigration that is turning our schools into harbors for illegal aliens. Don't you wonder if 'No Child Left Behind' isn't referring to all the children still in Mexico. When will the detriment of America's children ever be studied, evaluated and protected from being 'Left Behind' educationally in schools that are virtual Spanish speaking Hispanic enclaves.
6. The Sky's the Limit!
"Reaching Students' Families on Their Terms: Schools Translate Complex Texts Into Slew of Languages." That's the headline in The Washington Post. The article goes on to say: "How do you translate 'authentic assessment' into Urdu? 'Stakeholders' into Spanish? 'Paradigm shift' into Cambodian? . . . Increasingly, education is not just about how to reach students in the classroom -- it's about how to communicate and connect with their families outside of school."(6) Why?
"In Montgomery Country, where students speak more than 140 languages, letters go home in five languages in addition to English: Spanish, French, Korean, Vietnamese, Chinese, Korean, Arabic and Farsi [that's eight languages nine if you count English]." The Montgomery PTA has 'pressed' for improved translation services in the county, where the number of non-English-speaking students increased 83 percent from 1995 to 2005."(6) Why?
"The Fairfax Country [VA] officials translate student handbooks and notices into seven tongues: Spanish, Urdu, Vietnamese, Chinese, Korean, Arabic and Farsi."(6) Why?
Perhaps Ms. Marcelo Suarez-Orozco, co-director of New York University's Immigration Studies Program has the answer when she remarks: "Immigrant families are the fastest-growing sector of the school population in the U.S. . . Schools in every corner of the country are facing this issue."(6) Why?
In response to the questions of why -- could the answer be massive, overwhelming, illegal immigration in addition to the more than one million immigrants entering America legally each year? They are not assimilating, they are not learning our language, so what do we do -- we do everything for them in THEIR language. How insane it that? What are we doing, turning our country into the tower of babble? Insanity reigns!
7. Palm Beach County, Florida has 53 Bilingual Guidance Counselors
"The school district pays teachers to get their guidance counseling master's degree at Florida Atlantic University [FAU], and the teachers work alongside a certified guidance counselor while they are trained. . . The guidance counselor program was started four years ago, after the Department of Education cited the school district in 2000 for failing to adequately serve the needs of children with limited English skills."(7) How does the Dept. of Ed determine that? What criteria do they use. How do they know when the supposed problem is solved? Will they know if the guidance counselors were the cause of the desired effect or results?
Since there was only ONE of the 250 guidance counselors who wasn't from the United States, the school district "formed a partnership with FAU which modified its guidance counselor master's program to include special training in dealing with children from different backgrounds. The district received a $360,000 federal grant [your tax dollars] to start the program."(7)
The story gets ever better -- Steve Byrne, assistant director of multicultural education said that: The program is available only to educators who spent a significant part of their life in a Spanish--, Creole-- or Portuguese-Speaking country. These are the three most common languages spoken by immigrant children in Palm Beach County. In the district's ESOL program, 10,000 students speak Spanish, 5,500 speak Haitian Creole and 1,000 Portuguese. . ." Nuncia Lowery, multicultural manager with the West Palm Beach school district said that: "One of the questions we ask when we interview them is to describe their immigrant experience. We're looking for someone who was born and raised in another country."(7) Why?
So now we decide who gets a free masters degree based upon being born outside the United States. Is there something wrong with this picture? Does that mean that an American-born bilingual person cannot provide guidance to an Hispanic child because they were not born in another country? How bizarre can you get? Does that mean if you weren't raised in poverty that you cannot provide counseling to a child who lives in poverty? Does that mean if you are a woman you can't adequately counsel boys? This taxpayer supported counselors program is just another 'slap in the face' for qualified Americans who are being discriminated against because they were born in America. What an insult!
Next you can expect to see a nationwide industry of bilingual immigrants who are getting employment and educational funding while leaving American bilingual speakers out in the cold, all paid for with YOUR tax dollars to boot. Do you have the feeling you've fallen down the rabbit hole at the Mad Hatter's Party? Will the insanity ever end?
8. How Schools Ignore the Real Problem with Racist Claims and Lame Solutions
"The Neighborhood around Columbine Elementary School is 87 percent Anglo [read white]." However, because Colorado law permits parental choice: "This year, the school in northeast Boulder [CO] is 82 percent Hispanic." Most of the parents who moved their children out of Columbine claimed "they were simply choosing options that were better for their children." . . . "But Richard Garcia, a member of the Colorado Commission on Higher Education who put six children through Boulder schools, is more blunt: 'My feeling is the problem is racism . . . I think people are leaving Columbine because they don't like to be with brown kids' . . ."(8)
According to the Rocky Mountain News Headline -- 'White flight' in Boulder: Schools becoming segregated as many select other options -- the following observations can be made about the apparently racist and multi-culturally and multi-lingually blinded educational community responsible for running the schools in Boulder:
It is suggested that the 'White flight' from Boulder, Colorado schools, and resulting school segregation, has nothing to do with racism, a convenient and diversionary 'whipping post,' nor the economic circumstances of those who are rich or poor or in-between. That 'segregation' -- a loaded term -- has absolutely nothing to do with ethnicity involving brown, black, yellow, or white skins as proclaimed by Richard Garcia, an apparently racist Hispanic, who most unfortunately is in charge of the Colorado Commission on Higher Education. Instead . . . the real problem is solely, completely, and unambiguously the result of MASSIVE numbers of students who cannot read, write, and speak the English language.
Until the schools and local governance wake up and honestly and loudly declare that English language skills are the root problem for their failing schools and segregation by choice, they will never solve the problem with: "good teachers and good principals and good attitudes" . . . nor "enrollment caps and preferences" all of which will essentially nullify parental choice and open enrollment as is the current law, causing many parents to rebel.
Nor will the problem be solved by having taxpayers pay for the transportation of "low-income students" while other parents provide their own, which means that the parent who supplies their own transportation would pay twice, with their gas, their time AND their taxes. How fair it that?
What then is the solution? It is suggested that Boulder's citizens need to stand up and take back their schools from the overwhelming horde of illegal aliens which is the 'true but taboo' underpinnings to ALL your problems. Work to stop 'birthright' citizenship and to repeal the laws that force us to educate anyone and everyone's child from around the world who illegally invades our country, defies our immigration laws and sovereignty, and is then rewarded with a FREE (but not for you) taxpayer paid education.
One last question -- Mexico does NOT supply FREE education to anyone who is in their country illegally, why do we?
9. California educators sue for bilingual tests
"The California Association of Bilingual Educators [no conflict of interest there!] CABE is suing the state of California to force the state to offer its statewide achievement tests, including English fluency tests, in Spanish. . . . CABE, joined by ten school districts, the League of United Latin-American Citizens (LULAC) [an anti-white, anti-American, anti-Minutemen organization(9)], and a bilingual-education lobbying organization called Californians Together [is that Hispanic Californians or ALL Californians?]. . . "(10) Insanity reigns!
10. Dallas School Principals Required to Speak Spanish
"The policy is the brainchild of Joe May, a Dallas school board trustee. A Mexican-American, Mr. May grew up in a Spanish-speaking household in Laredo, Texas. He learned English AFTER he enrolled in school." By a decision of five to four the Board of Trustees of the Dallas Independent School District (DISD) voted to require that some school administrators must become 'proficient' in Spanish in three years, a mandate that will "effect almost 50 schools in the district."(11)
"All three African-American trustees voted against the policy while all three Hispanic trustees voted for it in what newspapers described as a racially charged trustees meeting. The proposal was seen as the brainchild of the District's Hispanic school superintendent, Michael Hinojosa." Apparently Hinojosa and May are of 'like minds' so that both were cited as the originators of the insanity.(12)
"The draft 3-year plan requires principals to attend a weekly three-hour class for ten weeks during the fall and spring semesters, and give up four weeks of the summer break to attend all day classes. Two of the four weeks have to be spent attending class in Mexico."(12) Why in Mexico? Does that part of the plan speak volumes about the motivation behind the 'brainchild' of two more of Mexico's Hispanic shills working hard for Mexico here in America, pushing their agenda to force bilingualism on our country.
K.C. McAlpin, the executive director of ProEnglish said: "If the DISD wants to help Spanish speaking parents bridge the language divide, it should use its school facilities and resources to make English as a second language classes widely available to them . . . That would help those parents fend for themselves, boost their skills and economic prospects, and strengthen our country as a whole."(12) Ah, the clear sound of sanity!
A Dallas School District study in June 2005 found that schools with bilingual principals did not significantly differ from schools who did not have a bilingual principal. One trustee commented upon the study saying: "This appears on the surface a tactic to get more Hispanic-speaking people in leadership positions."(13) Another breath of fresh air and honesty. No pc there, how refreshing.
Dr. Christine Rossell, of Boston University opined that: "Forced Spanish instruction [for the principals] would condescend to immigrants, saying parents and students from a Latin American background are not sufficiently intelligent to learn English. That is why several states – California, Arizona and Massachusetts – voted to dismantle bilingual education programs. Students in English immersion classes consistently proved mandatory bilingual education harmful. More emphasis on English – as early as possible – is the best way to help students with foreign-born parents to succeed in American society."(13) Amen.
The 'dirty little secret' about the whole Dallas affair discussed above is that the real impetus to mandating school principals learn Spanish came about because parents at a Sam Houston award ceremony, which was conducted in English, infuriated Hispanic parents who DEMANDED it be in done in Spanish. Their audacity knows no bounds. Lou Dobbs believes that "to do so is to surrender America. Those parents need to assimilate to U.S. society, not the other way around." To see the Lou Dobbs' videos covering the Dallas story, go here: (14)(15)
The Mask comes off: 'Trustee' Joe May Wants to Hire 400 Illegal Alien Bilingual Teachers! So now we have come full-circle. Now we know what Joe May was REALLY up to. He's just another Hispanic 'shill' for Mexico's migrant army. "DISD 'trustee' Joe May knows where he can find a lot of people who speak Spanish fluently [but do they speak English fluently?] and are already in the country. And he'd like to put them to work." But there's a problem, Joe, it's against the law to hire illegal aliens.(16)
After engineering the ridiculous requirement for the principals to learn Spanish so the parents don't have to, now he arrogantly and audaciously makes the request to blatantly and openly break the law and hire Hispanic illegal aliens! Typical of most Hispanic shills, Joe May 'has no shame' about flaunting our law to help promote Mexico's Hispanic colinization and reconquista agenda. As is typical of Hisapnic shills, their audacity knows no bounds!
Joe is not deterred and believes "amending the law would help alleviate a shortage of bilingual teachers." Here's another solution, Joe: How about we send all those illegal alien children along with those 'anchor baby' children of illegal alien parents back to Mexico. Send the illegal alien bilingual teachers with them to teach in Mexico's schools. Then DISD wouldn't need ANY additional teachers especially illegal alien ones who would, no doubt, perpetuate the divisiveness of bilingualism.(16)
11. Pima County, AZ -- K thru 12 REQUIRED to learn Spanish
"Officials said the requirement at the Catalina Foothills School District in north Tucson would put students ahead of the curve at a time when Spanish-language skills are increasingly important . . . The program would cost about $439,000 the first year, including creating the curriculum and training eight new teachers, . The money would come from district funds and its private foundation, . The school day would increase by 30 minutes to add the classes for students in kindergarten through fifth grade ."(17)
Several questions come to mind. Who are the 'officials?' Did the 'officials' ask the parents if they agreed to having their children learn Spanish and to submit to a longer school day? Did they ask the parents if they wanted their children FORCED to learn another language? Isn't it hard enough to learn reading, writing and 'rithmatic in the primary grades without burdening children with a foreign language? Will those eight new bilingual teachers be Hispanics or will they also come from other cultures?
There's never enough money to teach Hispanic children English, so why is taxpayer money being spent to FORCE children learn Spanish? Is that so that the Spanish speaking children who can't master English won't have to? Who is the B>private foundation supplying financial aid. Whom do they represent? What is their agenda? These are questions that Pima County parents and taxpayers need to ask. Get off your duff and tend to your civic duty. Your children need you!
12. The Chula Vista Learning Community Charter School (CVLCC)
The CVLCC is teaching students half the time in Spanish which is aginst California law (Prop. 227). However, they are able to defy the law as a bilingual charter school which is privately managed and federally funded. More of your tax dollars helping to subvert the law.
The School's Mission: To "serve as a model for the district, state, nation, and international institutions, through the development of standards based curriculum, dual language acquisition . . . " "Students spend 45 minutes . . . where they learn to run businesses, apply technology, develop government and social agencies . . . become immersed in the realities of a free-market economy, replete with taxes, property concerns, income issues, and politics."(18)
Oh, so it is a 'business' school for children. The school is not votech, nor commercial, nor college prep, but a business ownership training school. How unique.
CVLCC website claims a "philosophy of . . . international perspectives . . . Dual Immersion Program that fosters . . . language learning." They celebrate diversity , value the acquisition of other languages in order to be competitive in world markets , establish awareness of global perspectives , with Spanish language instruction for history/social science and science."(18)
Isn't that wonderful! Those children should turn out to be the perfect brainless robotic workers America's elitists want for their 'global economy!' You did notice all the elitist 'code words,' didn't you? None of which emphasized education but instead promoted global and international perspectives, diversity, world markets, and Spanish language and NOT educational learning involving critical thinking, individualism, intellectual curiosity, creativity or the basics of reading, writing and 'rithmatic.'
CVLCC is currently leading a group of ten schools who are using taxpayer dollars to sue the state of California, to force the state to offer its statewide achievement tests, including English fluency tests, in Spanish.(10) In South County where CVLCC is, 90 percent of the students who are learning English come from homes where Spanish is spoken. "Attorney Mary Hernandez, said the lawsuit sets three goals: modifications such as oral directions in students' native language, state tests in Spanish and a plan for developing tests in other languages ."(19) So you see, there will be no end.
A Postscript:
"This fall (2005) the Vista Unified School District in California announced that it was giving up on failed bilingual education programs in favor of proven "structured Immersion" methods for teaching students in English . . . School officials said testing required by the No Child Left Behind Act showed too many students in the district's bilingual education classrooms were lagging behind while their counterparts in immersion style classrooms tested well."(20) Well . . . well . . . well, isn't that interesting?
13. NY City Mayor Bloomberg Says he will Veto Multilingual Report Cards
The city council voted 35-11 to provide translated report cards and other school communications into Spanish, Chinese, Russian, Bengali, Haitian Creole, Korean, Urdu and Arabic. The price tag is expected to be $20 million. That will probably rise exponentially since its only a guesstimate, not to mention there will be a clamoring for many other languages to be translated as the opening of the 'Pandora's Box' will slide faster and faster down that 'slippery slope.'
The lone sane objection came from Republican minority leader, James Oddo, who called the bill "misguided" and judged it to be "an attack on the most fundamental and common bonds that Americans have." Unfortunately, the Democratic leaders who control a solid majority on the council "have vowed to override his [Bloomberg's] veto early in 2006."(21)
14. How California Schools Cheat Our Children
As California school districts sink further and further into the abyss of intellectual incompetence, angry parents are asking "Why doesn't my child learn anything in school?" The answer from Joe Guzzardi a twenty-year veteran and expert on the California school malaise replies: "Your child doesn't learn . . . because education is no longer the primary objective of the California public schools. Academic excellence is subordinate to English language development, multiculturalism, ethnic awareness and the celebration of diversity."(22)
That's as 'plain spoken' and 'unvarnished' as the truth gets! Does anyone out there think there is a different answer? The attack upon our children's intellects is two-pronged. The largest and most obvious is the overwhelming illegal alien invasion and their anchor babies. The other is the propaganda of 'diversity' and 'multi-culturalism' by the pro-open borders elite and Hispanic 'shills' touted everywhere while it is being rammed down our children's throats.
To Be Continued in Part 4 of 8 . . . What Dark and Sinister Motives Propel Bilingualism?
Note 1: All bracketed [ ] notations within the quotes, are added for clarification.
Note 2: All underlining and italics, within the quotes and elsewhere, are done for emphasis.
Note 3: For an excellent source on The National Council of La Raza (The Race), LULAC, MALDEF, MEChA, and the ACLU, et al go to: NCLR.
Note 4: Trilateral Commission and Council on Foreign Relations (CFR): The two organizations that run the United States, CFR.
References
Copyright 2006 by Daneen G. Peterson, Ph.D.
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