English as a Second Language, Immersion, and Heritage education are the three different types of language education system that you address in your paper. I can no say that my experience was similar to yours, I was an ELD student in middle school. I began my education in the United States at what some would consider to be the lowest possible form of English one could possess. As the months and year pass I develop my English and was finally included into the regular classes. At first I would look back to that time as an accomplishment about me being integrated into the regular English classes, but now I cannot be that sure whether that was an accomplishment or now. Like we learn in class and through the textbook, I see my situation as more to me being able to use my Spanish only as it would help me in getting my English to the needed level. I was in classes were I was allowed to speak in my native language, but when the time came that I was “ready” to be integrated with the “regular” people I did not feel great about it all. I remember asking my ELD teacher if I could stay, but he refuse my request. Back then I though he wants to push me so I can do better, and maybe that was right, but learning about the goals to bilingual programs it has made me realize that the whole point to ELD (at least my experience) was to get me in English classes. Although we were told that being bi-lingual was something special we did not really enhance the or develop our bilingual skills through our time as ELD students.