In 2001 the U.S. government declared that requiring prospective drivers to understand English was discriminatory. This contradicted prior legislation that wanted all individuals in the United States to demonstrate proficiency in the English language in order to be able to drive. Under a document called the “DOT Guidance to Recipients on Special Language Services to Limited English Proficient (LEP) Beneficiaries,” the U.S. Department of Transportation was required to introduce changes so that all individuals, with no regards to their English fluency level, would have equal opportunities as those fluent in English when it came to transportation. Transportation was classified as being critical in order for people to integrate themselves into modern society. Specifically people with limited English skills would have the opportunity to participate and access benefits, programs and services currently made available to people proficient in English. As such, states increased the number of languages in which the written driver license exam was offered. The Department of Motor Vehicles (DMV) or its equivalent is responsible for issuing identification cards, learning permits and driver’s licenses along with other responsibilities. For example, New Jersey offers the written test in English, Chinese, Spanish, Polish, Russian, Arabic, French, Korean, Portuguese and Japanese. In the case where the person is not able to take the written test in their native language, they are allowed to bring in an approved interpreter. Wisconsin offers the written test in English, Hmong, Russian, Somali, Chinese, Polish, Serbo-Croatian and Spanish. Some commercial driving tests in Wisconsin are offered in English, Russian and Spanish. High diversity states like California offer the written tests in 31 foreign languages.

Due to the high presence of Spanish speakers in the United States some Department of Motor Vehicles websites (or their equivalent) offer links in Spanish. Changing U.S. demographics will soon make Hispanics the largest minority group in the U.S. The California Department of Motor Vehicles offers a Spanish website with the same information that is available on the English website. Other state websites have made online practice manuals in Spanish available as well. The Department of Motor Vehicles in North Carolina has even offered driving test examiners the opportunity to take Spanish classes at no cost. The state has offered the Spanish classes to be able to provide better services to the growing number of people with no or limited English fluency. Some examiners have full Spanish fluency and others have learned key phrases to be able to get someone through the driving test. The Department of Motor Vehicles driver’s handbooks as well as applications are usually available in Spanish. Some departments are resorting to technology to help them administer written tests by introducing touch screens and animated features to replace the paper test. This has made cheating more difficult and has sped up the grading process significantly. New software in foreign languages will be integrated into the automated tests. Even though accommodations for tests in foreign languages are being made, there are no planned accommodations for making the traffic signs multilingual. Such measure would result in: (1) significant costs due to the number of signs needed to be changed, (2) confusion and distraction among motorists and (3) complexity due to the number of different languages spoken in the U.S.

Opinions differ on whether accommodations for people with no or limited English fluency affects their interest in learning English. Arguments include that making it easier for non-English or limited speakers discourages them from assimilating into American culture and from learning English. By introducing special accommodations for those not proficient in English also increases the costs of providing services to the general population. Counterarguments include that changing demographics creates demand for special accommodations. The DOT document was introduced because the U.S. government believed accommodations were necessary to give the general population access to the same opportunities. An example of another special accommodation that is sometimes made is for permanent residents who wish to become U.S. citizens. For the most part, the U.S. citizenship test requires general knowledge of the English language along with knowledge of the government system and its history. Exceptions for general English knowledge may be made for individuals who meet the requirements for U.S. citizenship but are not fluent in English. This small group includes permanent residents who may have disabilities such as physical or mental or long-time residents who are generally older. Learning English is not mandatory, but it does significantly facilitate transactions and opens up more opportunities in the United States.