Charting a promising path for English learners/multilingual students

from the field

by Alma Carina Castro

alifornia school districts find themselves in a new era of education, building student global competencies such as multilingualism. Today’s more inclusive climate welcomes educational policies and increased program funding that embraces and supports multilingual education — a step away from the past, which too often promoted deficit-oriented language practices.

According to the U.S. Department of Education, “multilingualism provides educational, cognitive, sociocultural, and economic benefits for those students who attain fluency in more than one language.” We are at a pivotal moment to reach equity for the 1.1 million multilingual students in California considering the growing investments in funding and policies that accelerate improvement in academic outcomes for multilingual students. In the past 10 years, state initiatives and policies that acknowledge asset-based frameworks have helped multilingual students make progress. These include: 1) the State Seal of Biliteracy, 2) the English Learner Roadmap Policy and 3) Proposition 58, the CA Education for a Global Economy Initiative (Ed.G.E) Initiative.

State Seal of Biliteracy

various cartoon hands holding up signs with different languages translations of saying hello

The State Seal of Biliteracy (SSB), established in 2012, is a recognition program that celebrates high school students who have attained proficiency in English and in another language. The original class of 10,685 recipients in 2012–13 increased to 72,593 students in 2020–21, with students speaking English and one of at least 10 other languages. Seeking a way to recognize and encourage language learning in the early grades, the Callifornia Department of Education (CDE) established a new PK-12 Pathway to Biliteracy recognition in 2021 to encourage school districts to recognize students in preschool through middle school for demonstrating progress towards proficiency in the four language domains of listening, speaking, reading and writing. With the Pathway to Biliteracy implementation, principles one and four of the English Learner Roadmap (ELR) Policy are being realized, thereby creating an articulated pathway to multilingualism that embraces students’ home and community languages and cultures as assets.

EL Roadmap Policy

In 2017, the State Board of Education passed the California ELR Policy to provide guidance to local educational agencies on welcoming, understanding and educating the diverse population of students who are English learners attending California public schools. The four interwoven ELR principles call for: 1) assets-oriented and needs-responsive schools, 2) intellectual quality of instruction and meaningful access, 3) systems conditions that support effectiveness and 4) alignment and articulation within and across systems. The ELR is a state policy and a call to action to improve educational outcomes for ELs/multilingual students. This state policy has been supported by grant funding, including Educator Workforce Investment Grants, which led to two impactful projects to assist in ELR implemention between 2020–23. Led by the Multilingual California Alliance Project (MCAP) with the California Association for Bilingual Education, and EL RISE! with Californians Together, both projects carried out a dynamic PK-16 model to guide LEAs in creating multilingual pathways that affirm, welcome and respond to a diverse range of EL students’ assets and needs while strengthening their academic success.

California Education for a Global Economy

A pivotal legislative initiative known as Proposition 58, or CA Ed.G.E., was approved by voters in 2016. The purpose of the initiative is to ensure students have access to a high-quality education and master the English language in order to be active participants in the global economy.

How board members can support multilingual learning

Schools are experiencing an influx of communities requesting dual language programs in multiple languages in accordance with Prop 58. The law requires that districts provide information to the public and parents about the language programs available in the district on an annual basis. Additionally, the law requires school districts to create Local Control and Accountability Plans with input from an English Learner Advisory Committee.

Addressing the support needed for multilingual students and expanding dual language programs in school districts can be a complex challenge. When implementing new language programs, elements that governance teams should consider include:

Advocacy: Build awareness on the academic and cognitive benefits of multilingualism and dual language programs in the community, emphasizing their positive impact on students’ language skills and cognitive development.

Funding and resource allocation: Advocate for budget allocations to support dual language programs, including funding for materials, bilingual staff and additional classroom space if necessary.

Community engagement: Host town hall meetings or forums to share information on dual language programs and gather input and feedback from parents, teachers and community members regarding the importance of dual language programs. Engage in community outreach with culturally diverse communities to build support and understanding for these programs, emphasizing the benefits for all students.

Research and data: Tap into current research and data that highlight the academic, cognitive and cultural benefits of dual language programs and share it with education partners and legislators.

Professional learning: Ensure language on the LCAP specifically directs funding to provide professional development opportunities around curriculum and pedagogy for educators to become proficient in dual language instruction techniques.

Policy review: Review existing district policies to ensure they support multilingual students and dual language programs. Take bold action and make changes if necessary.

Partnerships: Forge partnerships with local universities or organizations that specialize in multilingual education to provide additional resources and expertise and help recruit, support and retain multilingual teachers.

LCAP: Create a districtwide vision and strategic plan for intentionally investing in supports for multilingual students, expanding access for all students to dual language programs, and implementing the ELR and State Seal of Biliteracy programs.

Implementing a successful dual language program takes time and persistence. Long-term planning and strategy are needed for the expansion and sustainability of dual language programs. Board members can help turn the tide for multilingual students by collaborating with education partners, learning on policy and taking bold action.

Alma Carina Castro, Ph.D., is a member of the Lynwood Unified School District Board of Education and director of Multilingual California Alliance Project, California Association for Bilingual Education (CABE).

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