Social Policy and Culture 73 —Continued the proper form for bilingual programs. However, more recently, federal policy has been less supportive of bilingualism, and local school districts have been forced to provide an increased share of funding for their bilingual programs. Yet bilingual programs are an expense that many communities and states are unwilling to pay for and are quick to cut back. In 1998, voters in California approved a proposition that all but eliminated bilingual education: it requires instruction in English for 1.4 million children who are not fluent in the language. In the United States, repeated efforts have been made to introduce a constitutional amendment declaring English as the nation’s official language. As of 2014, 31 states had declared English their official language—an action that is now more symbolic than legislative in its significance. Public concern over a potential decline in the use of English appears to be overblown. In reality, most immigrants and their offspring quickly become fluent in English and abandon their mother tongue. Nevertheless, many people are impatient with those immigrants who continue to use their mother tongue. The release in 2006 of “Nuestro Himno,” the Spanish-language version of the “Star-Spangled Banner,” produced a strong public reaction: 69 percent of those who were surveyed on the topic said the anthem should be sung only in English. In reaction against the Spanish version, at least one congressman defiantly sang the national anthem in English—with incorrect lyrics. And the proprietor of a restaurant in Philadelphia posted signs advising patrons that he would accept orders for his famous steak sandwiches only in English. Throughout the year, passions ran high as policymakers debated how much support to afford people who speak other languages ( J. Carroll 2006; U.S. English 2012). In the end, the immigrant’s experience is not only about learning a new language. It is about learning a whole new culture—a new totality of socially transmitted customs, knowledge, material objects, and behavior (Viramontes 2007). T A K E T H E I S S U E W I T H Y O U 1. Have you attended a school with students for whom English is a second language? If so, can you identify the presence of different cultures or subcultures? 2. The ultimate goal of both English-only and bilingual programs is for foreign-born students to become proficient in English. In what ways is this goal functional? Analyze the goal of such programs from the conflict and interactionist perspectives. 3. Besides bilingualism, can you think of another issue that has become controversial recently because of a clash of cultures? If so, analyze the issue from a sociological point of view. M O D U L E Recap and Review Summary Each human culture has unique characteristics that evolve to meet specific circumstances of climate, geography, technological development, and population. 1. A subculture is a small culture that exists within a larger, dominant culture. Countercultures are subcultures that deliberately oppose aspects of the larger culture. 2. A person who becomes immersed in an unfamiliar culture may experience culture shock. 3. The social policy of bilingualism calls for the use of two or more languages, treating each as equally legitimate. It is supported by those who want to ease the transition of non-native-language speakers into a host society, but opposed by those who adhere to a single cultural tradition and language. Thinking Critically 1. To what subcultures do you belong? How do they function in relation to the larger society? 2. Why do people experience culture shock? What does this phenomenon reveal about the role of culture and of everyday customs? Key Terms Argot Bilingualism Counterculture Culture shock Subculture
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