Strengthening Multilingual Access for All
Kelly Forbes, Ed.D.
Did you know that Multilingual/English learner (ML/EL) students make up nine to 10 percent (9%-10%) of all public school students? That means nearly three out of every four public schools are bilingual/multilingual schools! How amazing! Therefore, it's crucial that we, as educators and leaders, ensure all of our students can participate fully and equally in educational programs, as mandated by Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974.
To support us in this important task, the U.S. Department of Education (ED) and the U.S. Department of Justice (DOJ) have issued joint guidance that is often, unfortunately, not typically discussed beyond those of us specifically engaged in our districts’ English Language Development programs. Although this is not the case for all, it is the case for far too many. This guidance, however, serves as a reminder to state education agencies (SEAs), public school districts/local education agencies (LEAs), and public/charter schools about their legal obligations to provide meaningful and equitable educational opportunities for ML/EL students and their families.
In today's diverse educational landscape, ensuring equitable access to quality education for all students is not just a moral imperative; it is a legal requirement. Multilingual learner/English learner (EL/ML) students, who constitute a significant portion of our public school population, deserve the same opportunities for academic success as their monolingual peers. As educational leaders and professionals, it is our responsibility to create and implement intentional and innovative English language acquisition and development programs that not only meet legal obligations but also foster a culture of inclusivity and support for all students. Beyond that, why would we not want all of our students to have the opportunity to fully engage with each other in an effort to promote intercultural connectivity? The opportunity to learn about various cultures, languages, and ways of thinking have enhanced my own life experiences greatly! And for that, I am forever thankful.
The Why: Equity and Academic Success
Why is it essential to prioritize multilingual, dual language, and/orEnglish language acquisition and development programs? The answer lies in equity and academic success. Research consistently demonstrates that English proficiency is strongly correlated with academic achievement. This is especially true when native language support is encouraged, valued, and honored. This holds true for all students as they acquire not just another language, but the language of content and sociolinguistic discourse within and outside of the academic setting. Nevertheless, English language acquisition is not the only goal. More importantly, additive bilingualism is the priority for ML/EL scholars. By providing comprehensive language support, as well as building upon and maintaining the languages, cultures, and assets of our multilingual/English learners, we empower ALL students to access curriculum content, engage in meaningful classroom discussions, and ultimately succeed academically and socially. Moreover, fostering linguistic diversity benefits all students by promoting cross-cultural understanding and preparing them for an increasingly globalized world.
The Legalities: Compliance with Federal Laws
Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974 mandate that public schools ensure ML/EL students can participate meaningfully and equally in educational programs. These laws underscore the legal obligation to provide language support services that enable ML/EL students to access the curriculum and receive an equitable education.
Castañeda v. Pickard, a landmark legal case in the realm of education, is significant for its impact on shaping the educational rights and opportunities for Multilingual learners (ML)/English learner (EL) students in the United States. The purpose of Castañeda v. Pickard was to establish a legal framework for evaluating the adequacy of instructional programs provided to ML/EL students in public (charter) schools, particularly concerning compliance with federal laws such as Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974.
ML/EL students, who may have limited proficiency in English, require specialized instructional support to effectively participate in educational programs and achieve academic success. However, prior to this case, many schools struggled to provide adequate language instruction and support services for ML/EL students, leading to disparities in educational outcomes and potential violations of federal laws protecting the rights of these students. Too often, this is still the case today. Yet, there is hope. WE CAN MAKE THE DIFFERENCE!
Castañeda v. Pickard addressed these issues by establishing a three-part legal standard, known as the Castañeda Test, to evaluate the adequacy of programs for ML/EL students:
1. Program Based on Sound Educational Theory: The program must be based on sound educational theory recognized by experts in the field of English language acquisition.
2. Program Properly Implemented: The program must be implemented effectively with resources and personnel necessary to deliver instruction consistent with its educational theory.
3. Program Demonstrates Efficacy: The program must demonstrate consistent and substantial progress in overcoming language barriers and enabling ML/EL students to participate meaningfully in educational programs.
The benefits of Castañeda v. Pickard are multifold. Firstly, it established a clear legal standard for evaluating the adequacy of instructional programs for ML/EL students, providing guidance to school districts and educators on their legal obligations to comply with federal laws protecting the rights of ML/EL students. This clarity helps ensure that ML/EL students receive appropriate language instruction and support services to facilitate their academic success.
Secondly, Castañeda v. Pickard emphasized the importance of evidence-based practices in serving ML/EL students, highlighting the need for programs grounded in sound educational theory and demonstrating effectiveness in overcoming language barriers. This emphasis on evidence-based practices promotes the implementation of high-quality instructional programs tailored to the needs of ML/EL students, ultimately leading to improved educational outcomes for all.
Overall, Castañeda v. Pickard serves as a cornerstone in the legal framework for addressing the educational needs of ML/EL students and promoting equity in education. By establishing clear standards for evaluating instructional programs, emphasizing evidence-based practices, and protecting the rights of ML/EL students, this landmark case has had a lasting impact on shaping educational policies and practices to better serve the diverse needs of all students.
The How: Building Impeccable Multilingual Access
Building impeccable multilingual access starts with a comprehensive approach to English language acquisition and development, professional development, and meaningful engagement with families and community stakeholders. Here are six examples of key strategies for creating effective programs:
1. Professional Development: Invest in ongoing professional development for teachers to enhance their capacity to support ML/EL students effectively. Training should focus on culturally responsive teaching practices, language acquisition strategies, and differentiation techniques.
2. Dual Language Education: Embrace dual language education as a model that promotes bilingualism, biliteracy, and cultural proficiency for all students. Dual language programs not only support ML/EL students in acquiring English, but also provide opportunities for native speakers of any language to develop proficiency in another language. Regardless of having an official dual language program or not, dual language education practices are proven to enrich your classroom, school, and district beyond measure.
3. Language-Rich Environment: Create a language-rich environment in all classrooms by incorporating multilingual resources, literature, and instructional materials. Encourage the use of students' home languages as a valuable asset in the learning process. And, learn with them! There is nothing more fun than learning FROM our best professors…our students!
4. Family and Community Engagement: Foster partnerships with families and communities to support all types of language acquisition outside of school. Provide resources and workshops in multiple languages to empower parents to be active participants in their children's education. More importantly, create space and resources so that families can let you know what their needs are for true engagement to occur. This can, and should, look many different ways based on the students and families being served. Listen to your stakeholders and help create ways in which their involvement becomes true engagement.
5. Individualized Support: Implement individualized support plans for ML/EL students based on their language proficiency levels and academic needs. Offer targeted interventions, small group instruction, and language development activities to accelerate language acquisition. As much as possible, get to know your students. Inquire and ask what are their goals, desires, and dreams? What does success look like to them? How can we, as educators and mentors, help make their dreams come true?
6. Culturally Responsive Curriculum: Develop a culturally responsive curriculum that reflects the diverse backgrounds and experiences of students. Incorporate diverse perspectives, cultural celebrations, multiple languages, and literature from various linguistic and cultural backgrounds to create an inclusive learning environment. This creates an amazing opportunity for translanguaging practitioners to leverage their students’ linguistic assets while promoting higher levels of engagement for all students and stakeholders.
By implementing these strategies, school districts can create a supportive and inclusive educational environment where all students have the opportunity to thrive academically and linguistically while learning more about each other. Embracing multilingual access not only fulfills legal requirements but also embodies our commitment to equity and excellence in education. It is important to always remain curious as we learn, grow and lead together!