As K-12 dual language programs grow in popularity across the country, school systems should ensure there's equity in access to these programs — especially for English learners, said panelists during a Tuesday webinar hosted by The Century Foundation and UnidosUS.
There are several social, academic, cultural, economic and self-esteem benefits to bilingualism, the panelists said. However, traditional instructional practices in the U.S. tend to exclude non-English-speaking students from dual language or language immersion classes until they master English, experts said.
"We should take advantage of the fact that English learners already have an asset," said Amalia Chamorro, director of education policy project for UnidosUS, a Latino civil rights advocacy organization.
English learners "already have a dominance and mastery of one language and are learning to speak a second language, and that's an asset for the future workforce," Chamorro said.
Dual language immersion programs offer academic instruction in two languages. The most effective of these appear to be “two-way” dual-language immersion schools that enroll equal numbers of native English speakers and native speakers of the program’s non-English partner language, according to a June report by The Century Foundation, an independent think tank that promotes equity in education, health care and work.
Earlier this year, U.S. Education Secretary Miguel Cardona promoted dual language education in his “Raise the Bar” speech, calling for more investments in multilingualism in schools.
“Let’s look at our students in bilingual programs as gifted, with assets that we want other students to have,” Cardona said at the time.
But there are challenges to access for English learners, panelists said.
In 2019-20, there were 5.1 million EL students served by Title III language instruction programs. Only 8.2% of those students were enrolled in dual language immersion programs, said Montserrat Garibay, assistant deputy secretary and director of the Education Department's Office of English Language Acquisition.
Unique benefits for ELs
According to the American Councils for International Education, there were more than 3,600 dual language immersion programs in public schools in 44 states in 2021. The 27 languages represented included Spanish, Korean, Hmong and Yiddish.
Demand for these programs are growing, but in some places, such as Washington, D.C., much of that demand is driven by native English speakers, who are often White families who view the programs as enrichment opportunities for their children, said Conor Williams, a senior fellow at The Century Foundation and co-author of the June report.
"In so far as there's room, that's great," Williams said. "The challenge, of course, is that there are unique benefits for English learning students in these programs, and that if we don't have structures in place to retain their access, then we really start to lose the real promise. And not only that, but we lose the linguistic integration that makes them so effective in the first place."
Georgia's Gwinnett County Public Schools has slowly grown its dual language program over the past several years, starting with programs at three schools. There are now 11 dual language programs in the district's elementary schools, 11 in middle schools and 14 in high schools, said Jon Valentine, the district's director of world languages and dual language immersion.
"First and foremost, you really have to understand that dual language immersion is seen by multiple constituencies as good for all constituencies," said Valentine. Multilingual students who maintain enrollment in multilingual courses have higher graduation rates, higher rates of self-esteem and stronger family connections, because they are improving in their native language while learning a new language, Valentine said.
In developing and expanding the dual language program in Gwinnett, Valentine said he learned it's important to be cautious as efforts are made to ensure equity in access to the programs. For example, as demand grew, the district strategically made sure every area represented by a school board member had a program in order to build community and financial support, and so the program benefited all parts of the district.
Shortage of dual language teachers
Panelists also shared the challenges districts may face as they expand access to dual language programs. One of the biggest roadblocks is a shortage of dual language teachers, which limits how many programs can be offered at schools.
Of the around 12% of teachers who are linguistically diverse, many are not trained or credentialed to provide academic instruction in non-English languages, according to The Century Foundation, in a report released Monday.
Valentine recommends districts partner with nearby colleges to help prepare the next generation of teachers. Gwinnett County offers a $4,000 signing bonus to bilingual educators. Recruiting current dual language students to consider a bilingual teaching profession could also further strengthen the pipeline of future teachers, he said.
Valentine and Williams spoke about the difficulty of offering dual language programs in secondary schools due to complex schedules that rotate students through various academic courses per day.
"Frankly, at the middle school, we're doing the best we can to provide continuation for our students in programs that meet their needs," Valentine said.
However, a motivating factor for secondary students and their schools to continue dual language programs is the opportunity for students to earn a Global Seal of Biliteracy, which means a student has reached proficiency in at least two languages, Valentine and Williams said. That seal can give students a competitive edge in college admissions and on job applications, panelists added.
Panelists advised states and districts to look at their policies that could prohibit ELs from enrolling in dual language programs. Several states have repealed laws that required English-only instruction for ELs. In Arizona, however, there's continuing debate over whether a state initiative restricts ELs from participating in dual language courses.
Williams and Shantel Meek, co-author of the June report by The Century Foundation, recommended districts ensure dual language programs prioritize diversity and access in enrollment, and, if needed, reserve seats for ELs.
"It'd be great if all kids had access to this, that would be great," Meek said. "That is not where we are, and so we're at a point where we do need to prioritize, we do need to reserve slots, be really strategic about where these programs are placed, and ensure that we have that equity that is explicitly baked into these enrollment policies and the establishment and development of new programs.”
