| Acknowledgments | p. xii |
| Introduction | p. 1 |
| What is This Book About? | p. 1 |
| For Whom is This Book Written? | p. 2 |
| Why was This Book Written? | p. 2 |
| Securing a Place for Language Rights in the Civil Rights World | p. 4 |
| The Content and Organization of the Book | p. 5 |
| A History of Language Rights: Between Tolerance and Hostility | p. 9 |
| Introduction | p. 9 |
| Language Rights During Nation-Formation | p. 10 |
| State efforts | p. 10 |
| The Fourteenth Amendment and its Importance to Language Rights Claims | p. 23 |
| The Fourteenth Amendment | p. 23 |
| Extending the reach of the Equal Protection Clause | p. 24 |
| Modern Equal Protection analysis | p. 26 |
| The Due Process Clause of the Fourteenth Amendment | p. 29 |
| Language Rights During the World War Eras | p. 30 |
| Meyer v. Nebraska | p. 30 |
| Yu Cong Eng v. Trinidad | p. 39 |
| Farrington v. Tokushige | p. 41 |
| Mo Hock Ke Lok Po v. Stainback | p. 44 |
| Conclusion | p. 45 |
| Nativism and Language Restrictions: Echoes of the Past at the End of the Twentieth Century | p. 54 |
| Introduction | p. 54 |
| Myths and Realities of English-Only Laws | p. 55 |
| Rate of English language acquisition | p. 58 |
| How Canada's language struggles are not our own | p. 59 |
| Symbolic and restrictive laws | p. 60 |
| City of Pomona: Restrictions on the language of business signs | p. 61 |
| Yniguez v. Mofford: Arizona passes the nations' most restrictive law | p. 62 |
| Legal challenges in Alabama | p. 71 |
| Utah's compromise: Finding a way to uphold English-only laws | p. 76 |
| Additional English-only activity | p. 77 |
| Conclusion | p. 79 |
| Fulfilling the Promise of Citizenship: English Literacy, Naturalization, and Voting Rights | p. 88 |
| Introduction | p. 88 |
| The Role of English in Immigration and Voting Restrictions: A Short History of Xenophobia | p. 89 |
| Immigration and naturalization | p. 89 |
| Limiting voting rights | p. 92 |
| Becoming a US Citizen and the Need to Understand English | p. 93 |
| The citizenship requirements | p. 93 |
| Judicial reluctance to review citizenship requirements | p. 94 |
| Questioning the need for an English literacy requirement | p. 95 |
| Bilingual Ballots: The Tenuous Voting Rights of Language Minority Citizens | p. 97 |
| Discrimination at the booth: Federal intervention through passage of the Voting Rights Act | p. 97 |
| Section 4(e) of the Voting Rights Act: Protecting language minorities at the booth | p. 98 |
| The Voting Rights Amendments: The right to cast an informed vote | p. 105 |
| An argument for a constitutional right to bilingual voting materials | p. 109 |
| Conclusion | p. 111 |
| Language Rights in the Workplace: Negotiating Boundaries Within Close Spaces | p. 117 |
| Introduction | p. 117 |
| English-Only Workplace Rules: A New Kind of Discrimination for a New Kind of Workforce | p. 118 |
| Title VII and the EEOC Guidelines: The statutory framework | p. 118 |
| EEOC Guidelines: Creating a space for national origin discrimination | p. 120 |
| Bilingual and monolingual employees: Making distinctions without differences | p. 124 |
| Employer justifications: Will any rationale do? | p. 133 |
| Labeling words: Judicial inquiry into the existence of an English-only policy | p. 138 |
| Other anti-language-minority trends | p. 140 |
| Compensating Bilingual Employees | p. 141 |
| Accents, English Fluency and "Communication Skills": The Need for Judicial Coherence Amongst Employer Babble | p. 144 |
| Accent discrimination | p. 144 |
| English fluency | p. 147 |
| Labor Unions and the Duty to Represent All Employees Fairly | p. 148 |
| Conclusion | p. 151 |
| Language Rights in Litigation: Making the Case for Greater Protections in Criminal and Civil Proceedings | p. 159 |
| Introduction | p. 159 |
| Criminal, Civil, and INS Proceedings | p. 160 |
| Criminal proceedings from interrogation to parole | p. 160 |
| Civil court proceedings | p. 180 |
| INS hearings | p. 182 |
| Conclusion | p. 185 |
| Jury Service | p. 186 |
| Federal language requirements for jury service | p. 187 |
| Punishing the bilingual juror: When knowing two languages is too much knowledge | p. 189 |
| Conclusion | p. 198 |
| Language Minorities in Prison: The Extent and Limits of the Eighth Amendment | p. 200 |
| Introduction | p. 200 |
| Latinos and corrections: Living in a linguistic prison | p. 200 |
| Conclusion | p. 207 |
| Bilingual Education: Learning and Politics in the Classroom | p. 217 |
| Introduction | p. 217 |
| The Political Nature of Bilingual Education | p. 218 |
| What is bilingual education? | p. 219 |
| The theory of bilingual education | p. 223 |
| The birth and near demise of the Bilingual Education Act | p. 224 |
| The AIR Report: An early stab at bilingual education | p. 229 |
| Bilingual education and school desegregation: A tension surfaces | p. 231 |
| The Rise of Title VI and Bilingual Education as a Civil Right | p. 235 |
| Lau v. Nichols: Bilingual education litigation comes into its own | p. 236 |
| The demise of Title VI and the rise of the EEOA | p. 243 |
| Castaneda v. Pickard: The federal mandate for bilingual education erodes | p. 245 |
| The 1990s: Bilingual Education Fights for Survival | p. 247 |
| The birth and life of Proposition 227 | p. 248 |
| Arizona | p. 253 |
| New York | p. 255 |
| New Mexico | p. 259 |
| Recommendations | p. 261 |
| Development of grassroots parental activist leadership | p. 262 |
| Development of committed bilingual education teachers | p. 262 |
| Contextualize bilingual education within a struggle for educational reform | p. 263 |
| Develop support for bilingual education among various language-minority groups | p. 263 |
| Build coalitions with mainstream, non-ethnic education groups | p. 264 |
| Involve lawyers to the extent necessary to assist communities in realizing educational and empowering efforts | p. 265 |
| Conclusion | p. 265 |
| Native American Education: The US Implements an English-Only Policy | p. 275 |
| Introduction | p. 275 |
| US Education of Native Americans: Experiments in Language Repression | p. 276 |
| Current results of past regressive policies | p. 276 |
| Mission education | p. 277 |
| Colonial education of Indians | p. 280 |
| Tribally controlled education: A light amidst educational failure | p. 282 |
| Removing the tribal environment: Off-reservation boarding schools | p. 283 |
| State public schools | p. 286 |
| The Particular Case of Language Repression | p. 287 |
| The forerunner of English-only | p. 287 |
| Bilingual education as an anecdote for mis-education: The Rough Rock Demonstration School and passage of the Native American Languages Act | p. 288 |
| Conclusion | p. 293 |
| Due Process and Governmental Benefits: When English-Only is Enough | p. 298 |
| Introduction | p. 298 |
| How Much "Process is Due" in Eviction and Other Proceedings? | p. 299 |
| Denials of Benefits and Appeals | p. 305 |
| Conclusion | p. 307 |
| Commerce and Language Minorities: Remaking Old Laws for New Consumers | p. 311 |
| Introduction | p. 311 |
| Commercial Transactions | p. 312 |
| Products Liability | p. 316 |
| Conclusion | p. 325 |
| The Place of International Law in Promoting Linguistic Human Rights Within the United States | p. 328 |
| Introduction | p. 328 |
| The Domestic Context of International Law | p. 328 |
| What is International Law? | p. 330 |
| The Historical Use of International Law in Domestic Civil Rights Cases | p. 333 |
| Language Rights Within International Law | p. 336 |
| Toward a Comprehensive Declaration of Linguistic Human Rights | p. 342 |
| Conclusion | p. 344 |
| Title VI of the Civil Rights Act of 1964 | p. 348 |
| Table of Contents provided by Ingram. All Rights Reserved. |
