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Championing the Success of English Learners

English Learners

Ed Trust West Releases a Set of Advocacy Tools for Implementing the English Learner Roadmap and Affirming the Rights of English Learners

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One of our Coalition members, Ed Trust-West, has published the following materials that will help parents and advocates share the importance of the English Learner Roadmap and how to advocate at the local level to make sure English Learners have access to the programs, resources and support they deserve.

In one of the publications, they mention the sample resolutions we have share with you in our English Learner Road Map page. You can download this sample EL Roadmap resolution to advocate that Districts:

  • strengthen their language program options by working with DELAC to educate all parents
  • evaluate all programs to make sure they align with the EL Roadmap and make sure all necessary changes are included in the District's Local Control Accountability Plan (LCAP),
  • create separate growth goals in the LCAP priority areas so that students are mastering grade level standards while attaining high levels of proficiency in both English and their home language, and
  • implement and expand means to recognize students who are achieving proficiency by awarding the Seal of Biliteracy.

This second resolution has language that includes early childhood programs.

Ed Trust West's Advocacy Toolkit can be found here and includes these three components:

  1. What is California’s English Learner Roadmap? spells out the basics of the state’s vision for educating English learners;
  2. 10 Questions to Ask Your School and District about California’s English Learner Roadmap suggests conversation starters about what your school and district can do to support English learner students; and
  3. English Learners Have Rights!: An Advocacy Guide for Parents and Other Stakeholders articulates the rights of English learners and their families.

 

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Lynne Aoki – Our Warrior

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This month we lost one of our warriors and leaders – a friend who had been at the forefront of the struggle for the rights of English Learners and their families and the movement for high- quality programs. Lynne Aoki passed away on Sunday, November 3, 2019.

A third-generation Californian, Lynne found that she would not and could not tolerate injustice from an early age. Whether it was confronting a bully or making a public stand against prejudice, she felt compelled to act.

Since that early age, Lynne continued to take action, to intervene, to inform, to persuade, to advocate for students who are English Learners and immigrants. Lynne’s immersion into immigrant and English learner advocacy came early just as California was opening up to bilingual education for students who were English learners.

As a professional, Lynne wrote and collaborated with school districts across the state to submit Title VII, III and other public and private grants uplifting bilingual programs, professional development, technology, magnet schools/desegregation, arts in education, physical education, and career technical education and quality instruction. Her work in helping to bring millions of dollars to schools educating California’s English learners has touched millions of children and their families. In addition, she was a tenacious evaluator of programs.

A partner to the districts she served, Lynne not only crunched numbers but also helped district leaders to understand their data and turn that understanding into steps to strengthen the quality, design and delivery of their programs for English learners, many times not charging for her services. She asked direct, probing questions, pushing the envelope to improve English learner programs and increase student achievement.

Her second home was Ventura County, working with several districts for decades. She was a member of the Ventura County Chapter of CABE and was actively involved in many local Ventura County campaigns.

Lynne was a part of Californians Together even before we formally became a coalition. She was “all in” to defeat Proposition 227 in 1998. As the activist she was, she held fundraisers, distributed materials to voters, made phone calls and more. With her calm, soft-spoken, can-do demeanor, she demonstrated great leadership during that difficult campaign.

As a representative of the National Association for Multicultural Education to Californians Together, Lynne attended, contributed to and provided guidance for the creation and development of the work of Californians Together. Over the last 5 years she served on our Executive Board as Secretary and was currently our Vice President at her death. Her fingerprints are all over almost every grant we have written – providing input and expert editing. Through her talent and expertise, many new funders became convinced to support our work.

Recently, Lynne served on the Gala Committee to celebrate Californians Togethers’ 20th Anniversary, using her incredible organization skills to help make the evening a success. She was also working on finalizing new criteria and procedures for awarding our Annual Multiple Pathways District Biliteracy Award. We are proud to honor Lynne by renaming this award the Aoki Multiple Pathways District Biliteracy Award.

Lynne Aoki will always be with us and we are forever grateful to her.
 

Ed Week: Who’s Earning the Seal of Biliteracy? In One State, It’s Mostly English-Learners

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By Corey Mitchell on July 9, 2019 

California's statewide push to honor students who master a second language is growing—and English-language learners are benefiting the most.

In the class of 2018, 63 percent of graduates who earned the "seal of biliteracy" spoke a language other than English when they began school, a new report from Californians Together, an English-learner research and advocacy group, found. Those youths, identified in the report as heritage-language students, include current English-learners, former English-learners reclassified as English proficient, and students identified as bilingual when they began school.

Read more

 

EVENT August 14: English Learner Roadmap Administrator Focus Group

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We are excited to announce the convening of an English Learner Roadmap Administrator Focus Group session facilitated by Dr. Laurie Olsen in partnership with Association of California School Administrators (ACSA) and ACSA President Linda Kaminski, in a statewide effort to assist and support administrators to implement the new English Learner (EL) policy.

The goal of the convening is to seek critical administrator input regarding the tools, resources, materials and support administrators will need to implement the EL Roadmap in their district and school. We need to hear directly from administrators in order to develop those resources and ultimately realize the promise of greater success for California’s English Learners.

Space is limited, register now. Register here

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

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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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