Immigrants Struggle to Learn English
 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.
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