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Imagine, for a moment, you enter a room. In doing so you also enter the commotion going on inside. People clamor back and forth across each other. There is writing on a board. You can’t place your finger on it but it looks as if it’s Pig Latin. Everyone places in a stack of papers yet you have not the same to offer. The only thing left to do in this schedule of events is to sit down in a seat. Suddenly, a bell rings. This bell you here is the only noise you recognize within the calamity going on around . It represents familiarity, routine, and most of all… the start of class. This scene goes on every morning in the class rooms of America. Somewhere, someone is lost in a maze. “X” marks the spot of the key to their problem yet they are given no map. Cast into a sea of new culture, student are allowed only to sink or swim to the shores of language. Out of all of the states within our country, none has had a greater dilemma with the issue of bilingual education than California. Over the past century, the state has had a steady flow of immigrants from around the world. With California’s diverse range of cultures and languages of it’s citizens, much is needed to be done with the relationship between the education system and students. Specifically, in the issue of language. To take a student from Japanese or Spanish to English, Should classes be taught in the students’ native language or in absolute English? This question was answered with Bilingual Education. Originally, the objective was to teach a student in his or her native language while at the same time given ESL courses. This proved effective by allowing students a chance to slowly ascertain the English language. However in 1998, Proposition 227 was passed. Proposition 227, “mandates that student with limited proficiency in English be taught in English-immersion classes, unless a parent