BIOGRAPHY: Richard K. Munro April 4, 2023 I am a retired teacher of English, Spanish & history. I taught in public and Catholic schools for over 34 years. I am a California Certified teacher of Social Studies, Spanish and English. I was a Mentor Teacher in the Kern High School District. I hold a BCC (Bilingual Certificate of Competence). I have always been interested in foreign languages and bilingualism probably from the time as a young man realized that the Roman Empire was a de facto bilingual empire (Latin and Greek) and from the experiences of my father who spoke Spanish and Tagalog as a US Army officer during World War 2. My father encouraged me to study Spanish as it was a practical and important universal language. I attended public schools in New Jersey excelling in AP US history and AP Spanish. At the recommendation of my high school Spanish teacher, I began my university studies in Soria, Spain with the University of Northern Iowa. We American students lived with Spanish families and pledged not to speak English with each other or anyone else for the entirety of the course (10 weeks). I became aware of the value of total immersion in a foreign language. I am fluent in Spanish and Portuguese and have a good competency and reading knowledge of Latin, Italian, and many other languages. In my retirement, I am studying Greek via DUOLINGO and Teach Yourself Books. Like my father, uncles, and other relatives who served during WW2, I volunteered to serve in the US military. I hold an honorable discharge from the US Marines. My parents were naturalized Americans and the first in their families to graduate from high school and go on to college. During WW2 my immigrant grandfather help build US Navy ships and Liberty Ships. My parents and grandparents impressed upon me from an early age the importance of national unity, patriotism and deep gratitude for the opportunities America has afforded us. My specialty became English literacy for newcomers (emphasizing phonics, diction, and grammar) and sheltered English immersion Social Studies (history) for English learners. I believe in voluntary high-quality Dual Immersion instruction and the importance of the teaching foreign languages. My daughter is a Dual Immersion Spanish/English k-6 teacher and my son is a AP Spanish teacher 9-12. I am married with three children. My wife is an immigrant and a naturalized US citizen. For many years I was an AP Reader in Spanish (adjunct faculty) for ETS. In 2004-2005 I was the ISI Renshaw Fellow at UVA and a University Supervisor. I taught at Bakersfield College for four years as an adjunct professor in Spanish. I have a New Wine Credential; I taught high school catechism in English and Spanish for over 20 years. I voluntarily tutored many immigrants pro bono for citizenship tests and for those who attended junior college. My wife and I have co-sponsored immigrant families in our community who have gained US residency. I studied history, political science, and Spanish at NYU (BA with honors) and was awarded the Helen M Jones Prize in history. I achieved my 5th Year teaching certificate at Seattle University and was certified as English teacher as well as Spanish and Social Studies. I hold an MA in Spanish Literature from the University of Northern Iowa. In addition to teaching, I have worked in private industry as a tour guide, a construction worker and as a customer service representative for the Bank of America (five years). I have published articles in newspapers, Military History magazine, Calliope, and Cobblestone. I was author of “Spying for the Other Side, KIM PHILBY” which appeared in the McGraw Hill Anthology of World History. I have authored one-act plays for youth such as "Euripides' Trojan Women” (Calliope),"Romans on the Rhine", "Clad in Gold Our Young Mary" , "Beneath Alexandria's Sapphire Sky" among others. I have edited galleys of several books and have done research for authors notably Andrew Roberts in CHURCHILL WALKING WITH DESTINY and his THE LAST KING OF AMERICA: GEORGE III. I began my career primarily as a Spanish teacher specializing in Spanish for Native Speakers and AP Spanish and AP Spanish Literature teaching in Washington State and California. However, I also coached sports (baseball and soccer), advised for the local “We the People team” and filled in by teaching the occasional summer ESL or US history class. As a bilingual teacher of course, I attended meetings and conventions for bilingual teachers. There Stephen Krashen and others taught that a student could be taught Math, Social Studies, Language Arts and Science in their native languages (rather than English) and that knowledge and literacy would “transfer.” I came to call this Phoney Bilingual Education or NENLI (Non-English Native Language Instruction) Many teachers I met favored a “late exit” approach which meant keeping students in so-called bilingual classes deep into high school. I was skeptical. For me 1995-1996 was the turning point. I was asked to fill in for three ESL classes that had been previously taught by another bilingual teacher. I was shocked by what I found. The students were reading mostly in Spanish and doing journals (in ungrammatical Spanish) only. The students chatted in Spanish the whole period and English was rarely if ever heard. I was told the goal of ESL classes was literacy. I clashed with the local administrator who would not provide me English language dictionaries, bilingual dictionaries or English language material. I bought a box of American heritage dictionaries out of my own pocket and taught using newspaper articles and comics. I protested that the student transcripts indicated the classes were English classes so they should be taught and tested in English for those classes. To do otherwise was, in my opinion, intellectually dishonest, even fraudulent. I continued to inform myself and read books and articles by Linda Chavez and Rosalie Porter especially FORKED TONGUE by Porter. At the time our high school graduation rate was falling and one of the major reasons was students could not pass 11th grade US history or 12th grade Government and Economics. The Bilingual Coordinator had the answer: alternative paths mini-classes (all in Spanish) via Migrant Education. I was asked to teach US history and World History with Spanish language history books. These books were ordered via supplementary budgets and so evaded the normal book approvals via the district. I refused to use those books. Instead, I volunteered to teach US history with English language books (with numbered paragraphs and bilingual glossaries). The school was very divided on this issue; I had at one time the support of the Social Studies chairmen and the school principal but not the vice principal and bilingual coordinator. I was very successful, and the students were very grateful. In one history class, every single student passed his or her English proficiency test and graduated from high school. Over time, however, I became increasingly at odds with the Bilingual Establishment some of whom accused me, publicly, for being a “racist”, “English-only”, a “white supremacist” and “anti-immigrant.” I responded of course that my conscience was clear as I had dedicated my life to help immigrants and newcomers of many races and religions, spoke Spanish and other languages, and that my wife was an immigrant! In 1997 Ron Unz came to our town to promote his new referendum English for the Children. To my surprise, I felt sympathy for most of what he said and so volunteered. I actively campaigned with Unz , Henry Gradillas, and Jaime Escalante in English and Spanish for Bilingual Education reform with English for the Children in California 1997-1998. I helped produce bilingual radio commercials and appeared on Spanish-language and English-language television. During this period I met Rosalie Porter and later worked with her as an advisor in the successful English for the Children campaigns in Arizona and Massachusetts. I have been associated with ProEnglish for many years as an advisor eventually being invited to join the Board of PRO-ENGLISH. I believe local communities should have some choice as to what kind of educational programs they want to provide and what languages they teach. I also deeply believe in La Conviviencia. La Conviviencia is an almost untranslatable Spanish concept. It means living, communicating and working together and thereby gaining mutual respect and comprehension. I believe in La Conviviencia; we must live together as good neighbors. We have many problems in this world, even enemies; but with our neighbors and friends we should live in peace. I believe in the policy of the Buen Vecino (the Good Neighbor) and in la Conviviencia (peaceful coexistence) of different cultures, languages, and religions. Diane Ravitch wrote “a society that is racially diverse requires…a conscious effort to build shared values and ideals among its citizenry.” This includes the recognition that English is and should be our official national language. The language of the rule books, Federal courts and juries must be in English. In addition, the Uniform Code of Military Justice, contracts, official documents, our laws and constitutions must be in English though translations can be provided. I believe English should be the official and national language of the United States. I do not believe we can or ought to be an officially bilingual or multilingual nation. This does not mean in any sense that languages other than English should not be taught or used, however. It should be clear that I have never been an English-only person but a multilingual person who is pro-immigrant and believes in voluntary multilingualism. America needs English but it also needs knowledge of other languages for cultural and educational reasons as well as for national security reasons. My entire family is multilingual and multicultural, and I hope we carry on this heritage into future generations of American Munros and Mendozas in a prosperous, peaceful and United States of America.