Students in dual-language programs learn in both languages throughout their academic careers, becoming proficient in both. Research shows that this approach not only helps students learn English faster but also boosts their academic achievement in both languages. And it helps break down the stigma that speaking a language other than English is a barrier to success.
Related: 5 ways to support English learners during distance learning
But dual-language programs require a different kind of teacher. They must be fluent in both languages, able to teach all subjects in both languages, and understand the nuances of language learning. And that’s where California is struggling.
“The state has not invested in building the workforce needed to support these programs,” Flores said. “We have a severe shortage of teachers who are fully bilingual and biliterate.”
In the years after Proposition 227 passed, enrollment in bilingual-teacher prep programs plummeted. The state failed to invest in rebuilding those programs, and the shortage of bilingual teachers only grew. And as more research emerged about the benefits of dual-language programs, the demand for bilingual teachers increased. California has been unable to keep up.
Last year, the state Education Department reported that only 16% of students who still needed to learn English were enrolled in bilingual programs. That’s a far cry from the 40% in Texas. And the shortage of bilingual teachers is a major barrier to expanding these programs.
“We are in a crisis,” Flores said. “California has a long way to go to meet the needs of its students who are still learning English.”
Related: California’s landmark education reforms face a reckoning during the pandemic
But Flores sees hope in the growing awareness of the benefits of bilingual education. Educators, parents, and policymakers are starting to understand that speaking more than one language is an asset, not a deficit. And they are beginning to see the value of dual-language programs in preparing students for a global economy.
“We have a lot of work to do,” Flores said. “But I believe we can get there. We have to invest in building a pipeline of bilingual teachers, support dual-language programs in schools, and ensure that all students have the opportunity to become bilingual and biliterate.”
For Flores, it’s a personal mission. She knows firsthand the challenges that students face when their language and culture are not valued in school. And she is committed to ensuring that future generations of students have the opportunity to learn in both languages and succeed in a multilingual world.
“Every child deserves the chance to learn in a way that honors who they are,” Flores said. “And bilingual education is a critical part of that.”
However, the need for bilingual teachers still far outweighs the supply. And in Madera, where schools have been adding dual-language programs at a rapid pace, the shortage is felt acutely. Flores said she knows of a district with 1,000 students in a bilingual program that can’t find enough teachers, so the district is “just sticking them in there” with no training.
That’s not good enough, she said. “You can’t just put a teacher in a dual-language program who doesn’t know what they’re doing,” Flores said. “They’re not going to do it right.”
While the state has mandated that all teachers get training in how to teach English learners, that doesn’t necessarily mean they’re getting training in how to teach in two languages. In Madera, where the district’s 13 dual-language schools are the crown jewels, Hong said she’s had to rely on help from the state university system and nonprofits to develop the curriculum and train the teachers.
Related: California’s bilingual teacher shortage keeps getting worse. Here’s what’s being done about it
As California schools try to recover from the damage Prop. 227 caused, the state has pushed schools to offer more dual-language programs. But there aren’t enough teachers to staff them, and the teachers who are there often lack training. And in many districts, the dual-language programs are still seen as a service for English learners rather than a pathway to success for all students.
“We’re not where we need to be yet,” Flores said. “But at least we’re moving in the right direction.”
Williams suggested that California could streamline the process for teachers who are already bilingual to become certified to teach in dual-language programs, rather than requiring them to go through a separate and lengthy certification process. This would help address the shortage of bilingual-education teachers in the state and make it easier for districts to staff their programs.
Overall, the challenges facing bilingual education in California are significant, but not insurmountable. With increased funding, targeted policy changes, and support from policymakers, the state can work towards providing all students with the opportunity to become bilingual and bi-literate. As Lampkin, Tran, Hurwitz, and others have emphasized, it will take a coordinated effort from all stakeholders to make this vision a reality.
California’s shift towards more local control over schooling has its benefits, such as the Local Control Funding Formula, but also has its limitations. While local control is important, it may not always lead to the best outcomes for students, especially those from immigrant backgrounds.
Madera Unified in California is taking steps to implement bilingual education programs, with the hope of improving student achievement and college readiness for children of immigrants. The district is focusing on helping immigrant students see their language and culture as assets, rather than deficits.
There is a push for California to require bilingual education statewide, similar to states like Texas, Illinois, and New York. This would require adequate funding and support to ensure high-quality programs are implemented.
Overall, the future of bilingual education in California is uncertain, but there is hope for progress and positive outcomes for students from diverse linguistic backgrounds. Y Madera Unified le da esperanza. Durante su reciente visita, fue inundada de recuerdos: Vio el árbol alrededor del cual ella y sus amigos solían jugar “Ring Around the Rosie”. Visitó el salón de clases del que salió cuando tenía 5 años, donde las paredes ahora están decoradas con vocabulario en español y en inglés. Ella sufrió en esa habitación hace 70 años. Ahora, las niñas mexicanas no lo hacen.
“No nos detenemos”, dijo. “Seguimos adelante. Esa es nuestra tenacidad. Esa es nuestra determinación. Y nuestra motivación, por supuesto, es por nuestros hijos.”
Tara García Mathewson es una reportera de educación para CalMatters. Puedes contactarla en [email protected].
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