It is quite unfortunate that the unfounded misconception concerning the malnotions of bilingual education exists in the United States today. With such prominent, supporting research to maintain the benefits of immersion programs in our nation's elementary schools, its amazing that more of these schools do not exist. Countless studies have proven that children taking part in immersion programs have an advantage over children that do not; one that can push them ahead of their peers, not only in secondary school, but in their college career as well. In order for our nation's children to compete academically with one another, especially when applying to colleges, its vital that they have the same opportunities. Its necessary that immersion programs are offered in all parts of the United States so the benefits and advantages can be enjoyed by all.
             Studies show that bilingual high school and college students are academically superior to their monolingual counterparts (Carter 202). Dr. B. McLaughlin, one of the leading researchers of bilingual children concluded in his 1978 study, "The bilingual child has a sense of prestige and accomplishment a monolingual child lacks. Knowledge of an additional language stimulates educational efforts in general." (qtd. in Rosenburg 4). Dr. Bohdan Cymbalisty, a Ukranian psychologist and authoritative figure in this field of study found in his research that "bilinguals appear to have a more diversified set of mental abilities . . . they are more facile at concept formation and abstract thinking." Children that are fortunate enough to attend schools with immersion programs in place are able to reap these benefits. Unfortunately, these children are the minority, and may students are not provided with the option of attending these schools. While they may get a great education, children attending normal schools are already placed a disadvantage.
             One of the main reasons more programs are not in p...