sh language homes do less well in schools than Hispanic students from primarily English speaking homes. The direction of the difference on each of ten scholastic variables indicates that students from additive bilingual homes have a conspicuous advantage when compared to counterparts from subtractive bilingual homes. The importance of this finding is highlighted to a number of conclusions, which may be constructed on the basis of the data made available (1985). Based upon personal and practical experience, it has been the observations of this author that definitive controversy and even disagreement exists and is centered around various approaches to the academic advancement of the learning disabled, bilingual student. It is also the opinion of this author that a translator is particularly purposeful and, in fact, indispensable. In many cases throughout our current school system, s/he is realized in the form of the teacher who is also bilingual. As indicated, disagreements or risks revolve around that which has to do with a greater emphasis on Spanish grammar and related biases. These arguments are often seen amongst parents, principals and teachers. One practical example of this is that, at times, parents have expressed their desire for letter grades (A-F), while principals and teachers prefer at-, above-, or below- grade level marks along with effort grades of outstanding, satisfactory, or unsatisfactory. Invariably, schools have won out, yet the question persists as to how much influence parents have when it comes to determining the effectiveness of bilingual education and English language proficiency in special education. In terms of the role of the translator, this role has been largely assumed by educators and, to a lesser extent, parents and other community members. These may include advisors, decision-makers, etc. who work on a voluntary basis in the schools. Yet, amongst them there exists many points of disagreement, albeit it i...
