Abstract
Second language acquisition programs are frequently misunderstood, as various programs are often mistakenly labeled as bilingual education. Inaccurate labeling creates confusion and fuels the already heated bilingual education debate. The purpose of this research is to clearly define different second language acquisition programs, assess major arguments on opposing sides of this nationwide debate, and discuss program evaluations from the 1991 Ramirez investigation and the Rossell and Baker study (1996). In so doing, important issues regarding the world of second language acquisition programs will surface. Expectantly, this research will generate, or continue, further discussion addressing these concerns in an effort to ameliorate the confusion surrounding second language acquisition programs.