Language education policy has been a controversial and ongoing issue throughout the U.S., particularly in the state of Texas. This paper reports on a frame analysis of the five bills that amended the Texas Education Code to implement or expand bilingual education and English as a second language programs. Analysis focused on problems and solutions as represented by the policy documents over time. Additionally, evidence of recontexualization of ideas, words, and phrases from various policy and other related documents to the bills demonstrated the interconnectedness of policy documents from state to state and state to nation. Discussion of the primary ideology influencing the policy documents as the monolingual English ideology, with the emergence of alternative ideologies, is included.