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Championing the Success of English Learners

Bilingualism

Spanish and Korean Dual Immersion Instruction Through Distance Learning: Anaheim Elementary School District

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While most districts are struggling to address the needs of English Learners through distance learning, Anaheim Elementary School District (AESD) has kept their focus on bilingualism, biliteracy and English Learners while planning for distance learning during school closures. 

AESD is one of the largest elementary school districts in California, serving approximately 16,000 preschool through 6th grade students across 23 schools in a dynamic, standards-based learning community. The student population is approximately 52% English learners, 18% Reclassified-Fluent English Proficient (R-FEP), 2% Initially-Fluent English Proficient (I-FEP), and 26% English only students. Of their English learners, 94% have a home language of Spanish. Additionally, 86% of the students are socioeconomically disadvantaged, 11% GATE, 11% receive special education services, and 9% are homeless.

With the leadership from the superintendent, support from the Board of Education and the community, AESD has either a Spanish or Korean Dual Language Immersion (DLI) Program at all 23 elementary schools, leading to comprehensive DLI programs from TK through 6th grade.  They also offer Accelerated Language Academy or Structured English Immersion and Mainstream English Immersion for their English Learners not enrolled in DLI programs. 

Ensuring Technology Access for All Students 

Prior to COVID-19, AESD was already a 1:1 digital district with one chromebook per family. Upon announcement of school closures, parents received an email or phone call (via parent link) to pick up their chromebook with a charger at their school sites. This happened over the course of 3 days. For the families who didn't pick one up, the school site individually called each parent. They had already established a partnership/grant with T-Mobile for wireless internet hotspots allowing free access to the internet. To expand access, AESD identified companies such as Comcast and Spectrum who are offering free internet service for three months.

Delivering Content in English, Spanish and Korean 

From the very first notification of possible school closure, the district pulled together all the curriculum specialists including their digital learning specialist to create a plan for teachers to use for distance learning.  Initially until their spring break, the week of April 13th, teachers did not introduce new materials or concepts. After spring break, teachers have begun to introduce new concepts from their curriculum. A continuity plan per grade level was developed in English, Spanish (will be linked to plans in our box) and Korean (also linked to plans in box) that was structured around the hours in a minimum daily schedule with another hour for daily planning time. 

The district also took steps to ensure that units of study and materials from the core curriculum are available in English, Spanish, and Korean. All teachers received professional development and a template for their grade level, allowing them to plug in units of study from their core curriculum (commercially developed) in English and Spanish. To develop the curriculum in Korean and ensure alignment with the same themes, the district has a partnership with professors from CSU Long Beach. Korean interpreters also read stories and taped content lessons for all subject matters. The DLI teachers maintain the same language of delivery consistent with their prior classroom instruction.

In addition to the core curriculum in language arts and math, the district also developed:

  • Daily 30-minute ELD lessons delivered using Rosetta Stone Foundations (different from the commercial Rosetta Stone for world language lessons).  
  • Short lessons on how to address the social emotional needs of students, integrated into the language arts instruction. These lessons, developed by the two district social emotional specialists, came from the understanding that students are worried and often stressed about their family situation and the news about the coronavirus.
  • Weekly 30-minute music lessons in the languages of the programs, produced by music teachers.
  • Videos of short PE activities for the students to do at home. 

Accessing the Content

The district webpage has icon links in all three languages that take students directly to the online platforms needed. The core curriculum is available digitally and in all three languages for teachers to upload and send via google classroom, which is the main portal for students to access the lessons.  

While not perfect, it is very significant that distance learning is not English-only instruction and the language, academic, and social emotional needs of English learners are at the core of their developmental work for equity in distance learning. 

As Magaly Rodriquez, the district’s Dual Language Immersion Curriculum Specialist said, “These are the highlights of our process, and it is ongoing minute to minute.  All departments and everyone in the district incorporate English learners in all of our efforts.  It is a mission we take to heart. It is our reality.”

Who are the Recipients of the Seal of Biliteracy?

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Who are the Recipients of the Seal of Biliteracy?

At high school graduation ceremonies across California, families and educators recognized and congratulated students for their years of academic achievements. In California, 418,205 students earned high school diplomas in 2017-18; and 47,248 of those students graduated with a State Seal of Biliteracy, a distinction that recognizes proficiency in English and one or more other languages.

The Seal of Biliteracy

In 2008, Californians Together spearheaded a campaign aimed at statewide adoption of a Seal of Biliteracy. Four years later in 2012, the State of California officially adopted its State Seal of Biliteracy. Thus far, 321 school districts have adopted the State Seal of Biliteracy and encourage students to become proficient in two or more languages.

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Who Are The Recipients of The State Seal of Biliteracy?

At high school graduation ceremonies across California, families and educators recognized and congratulated students for their years of academic achievements. In California, 418,205 students earned high school diplomas in 2017-18; and 47,248 of those students graduated with a State Seal of Biliteracy, a distinction that recognizes proficiency in English and one or more other languages.

The Seal of Biliteracy

In 2008, Californians Together spearheaded a campaign aimed at statewide adoption of a Seal of Biliteracy. Four years later in 2012, the State of California officially adopted its State Seal of Biliteracy. Thus far, 328 school districts have adopted the State Seal of Biliteracy and encourage students to become proficient in two or more languages.

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“I come from Guatemala and learning a different language is very hard. So, the Seal of Biliteracy means I knocked down those barriers. That means I have achieved something that I actually never thought of. It is such a privilege to be able to speak both languages.” Tanya Lopez, Azusa Unified 2019 graduate with acceptance to the Torrey Honors institutes at Biola University.

California’s adoption of the State Seal of Biliteracy was a remarkable triumph considering the previous 18 years of English-only instruction. That triumph was made possible by changing public and political attitudes toward multilingual education. The passage of Proposition 58 in 2016, which repealed restrictions on bilingual education, demonstrated the evolution and demand for access to multilingual programs in California. Proposition 58 paved the way for the development and adoption of a new statewide English Learner policy, The English Learner Roadmap. The EL Roadmap adopted in 2017 is a policy that supports and guides districts and schools to offer comprehensive assets-based programs including those leading to biliteracy.

State Seal of Biliteracy Recipients

Seal of Biliteracy Recipients - PieChart

Heritage Language Students as Seal of Biliteracy Recipients

When considering just the heritage language graduates, 48% of all the Seal of Biliteracy recipients were once English Learners (EL) who were reclassified as Fluent English Proficient (RFEP), 14% were bilingual when entering school known as Initial Fluent English Proficient (IFEP) students, and 1% were English Learners on the cusp of reclassification.  Mastering fluency in one of the 41 different languages these students spoke including American Sign Language is a tremendous accomplishment for any student, English Only or Heritage Language. We celebrate all students who achieve proficiency in two or more languages, especially students who walked into their classrooms not knowing one word of English.

English Only (EO) and Heritage Language Students (HL)

In 2017-18, 37% of all Seal of Biliteracy recipients spoke only English upon school entry. They were initially English-Only (EO) students who became bilingual. The remaining 63% had a language background other than English at the start of their education. They were Heritage Language (HL) students and became fluent in English and another language

State Seal of Biliteracy Recipients

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Heritage Language Students as Seal of Biliteracy Recipients

Of all 2017-18 Heritage Language graduates who received the Seal of Biliteracy, 48% were once English Learners (EL) who were reclassified as Fluent English Proficient (RFEP), 14% were bilingual when entering school known as Initial Fluent English Proficient (IFEP) students, and 1% were English Learners on the cusp of reclassification. Mastering fluency in one of the 41 different languages these students spoke including American Sign Language is a tremendous accomplishment for any student, English Only or Heritage Language. We celebrate all students who achieve proficiency in two or more languages, especially students who walked into their classrooms not knowing one word of English.

English Only (EO) and Heritage Language Students (HL)

In 2017-18, 37% of all Seal of Biliteracy recipients spoke only English upon school entry. They were initially English-Only (EO) students who became bilingual. The remaining 63% had a language background other than English at the start of their education. They were Heritage Language (HL) students and became fluent in English and another language

Potential Seal of Biliteracy Recipients

There is a need to support and encourage many more students to qualify for the State Seal of Biliteracy. The table below shows the numbers of 2017-18 twelfth grade students in each language proficiency category, the numbers who earned the State Seal of Biliteracy, and their percentage of the 12th grade class.

Students who come to schooling in California with a language background other than English have the basis for proficiency in English and their heritage language. The table above shows that there is great potential for large increases in the percentages of HL students to become bilingual and receive Seals—EO students as well. The simple math is that with access to multilingual programs, many more RFEPs, IFEPs, and EOs could become bilingual each year.

Number of School Districts Offering the State Seal of Biliteracy

Out of the 420 school districts in California eligible to offer the Seal of Biliteracy, 321 districts are participating. It is hoped that the remaining 99 districts will adopt the Seal of Biliteracy and provide access for all students across the entire State of California.

California is rewriting our state’s language history by supporting all students to reach multi-language proficiency, and Heritage Language learners to maintain and enhance literacy in their native language.

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“I am the first generation to receive a high school diploma and go to college. Like most immigrant families, none of my family members are fluent in English. This is why I embrace the value of maintaining proficiency in my home language: to interact with my family members and have a closer connection with my home culture. Because I’m able to communicate with my family, I have learned more about my roots and heritage. Knowing well about my culture, I’m able to raise cultural awareness in my community and able to build self- confidence. I’m proud and embrace my heritage, where I come from, our unique culture, and most importantly my identity.” Thao Vy Le, Magnolia High School 2019 graduate and merit scholarship recipient

Global California 2030 A State Initiative

In May 2018, the California Department of Education launched Global California 2030. The initiative’s purpose is to equip students with world language skills that will enable them to more fully engage with and better appreciate the rich and diverse mixture of cultures, heritages, and languages in California. This initiative calls for more than tripling the number of students earning the Seal of Biliteracy, to 150,000 graduates by 2030.

Benefits of Bilingualism

Speaking two or more languages has proven cognitive, social and economic benefits. Bilingual students have the ability to retain and manipulate varying pieces of information, do better academically in English and their home language, have better college going and completion rates, are preferred by employers and for language heritage students maintain strong connections to their family members, language and culture. These students are our future bilingual teachers, doctors, government employees, and artists.

Global California 2030 A State Initiative

In May 2018, the California Department of Education launched Global California 2030. The initiative’s purpose is to equip students with world language skills that will enable them to more fully engage with and better appreciate the rich and diverse mixture of cultures, heritages, and languages in California. This initiative calls for more than tripling the number of students earning the Seal of Biliteracy, to 150,000 graduates by 2030.

Benefits of Bilingualism

Speaking two or more languages has proven cognitive, social and economic benefits. Bilingual students have the ability to retain and manipulate varying pieces of information, do better academically in English and their home language, have better college going and completion rates, are preferred by employers and for language heritage students maintain strong connections to their family members, language and culture. These students are our future bilingual teachers, doctors, government employees, and artists.

Conclusion and Recommendations

California is moving toward multilingualism for all students. The rapid increase in the number of local educational agencies adopting the Seal of Biliteracy and the number of students qualifying for that designation is heartening. The state adoption of the EL Roadmap and Global California 2030 provides the framework for further work in elevating programs for English only and Heritage Language speakers and supports the vision of a multilingual state with benefits to students and the state as a whole.

Recommendations for a Seal of Biliteracy Campaign:

  • Support 100% of California’s school districts to adopt the State Seal of Biliteracy.
  • Have up-to-date lists of county offices, districts, and charter schools that have adopted the Seal of Biliteracy.
  • Track and report the demographics of students who receive Seals of Biliteracy.
  • Expand resources for districts, schools, and classrooms to fully implement the English Learner Roadmap including multilingual programs leading to eligibility for the Seal of Biliteracy.
  • Keep the focus on Global California 2030’s goals by widely reporting on the status of goal attainment annually.
  • Publishing and distributing informational materials for students in the lower grades to motivate them to develop proficiency in English and another language leading to state recognition with the State Seal of Biliteracy.
  • Develop a multilingual communications campaign to reach parents of English learners to learn about the State Seal of Biliteracy and the importance and benefits of enrolling their children in multilingual programs to qualify for this recognition.

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“I aspire to become a pediatrician. Being bilingual will allow me to diminish the language barrier that often exists between patients and physicians. I hope to administer the best possible care for patients that do not speak English and better connect with them and their families by being proficient in a language they are comfortable with.” Karina Moreno, Anaheim High School and former K-12 Dual Language Learner program student.

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Urgent Action Alert_Support Multilingualism

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SIGN AND SEND LETTER TODAY – URGENT: RE: Invest $84 million for the Promotion and Support of Biliteracy and Multilingualism for all students and Building Bilingual Teacher Capacity and the Separate Request for $30 million for ECE Professional Development

 

Your help is needed to convince the members of the Legislative Budget Sub-Committees on Education Finance to provide funding for the purpose of promoting and supporting biliteracy and multilingualism for all students, from Early Childhood through the 12th grade!

Please click on the link below to sign the letter to let Assembly Member McCarty, chairperson of the Assembly Budget Subcommittee #2, and the committee members know how important this is to our children, schools and communities. We need them to approve this budget request and the inclusion of $114 million dollars over 3 years in the proposed 2019-2020 state budget; $84 million for LEAs for bilingual programs and building bilingual teacher capacity and $30 million for professional development for ECE teachers.

Continued investments by the Legislature in programs, professional learning, building bilingual teacher capacity, and early childhood dual language learning are critical for preparing all of our students, including English learners, to graduate with biliteracy skills and cross-cultural competencies and to contribute and compete in a global economy.

Please act TODAY and sign the letter! Join us in ensuring opportunities are available to not only support students acquiring English but to value bilingualism, biliteracy, and the language assets of our state’s diverse student population in the years to come!

Letters must be sent by 3:00 p.m. Tuesday, May 21, 2019!!

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