Resources used:

Thomas, W. and Collier, V. (2102). Dual Language Education for a Transformed World. Dual Language Education of New Mexico Fuente Press: Albuquerque, NM.

Propose that you encourage the exploration and installation of dual language programs in your local area to support the full development of English capacity in all learners, with added language of becoming multilingual.

Personal Experience:
*Families working multiple jobs, children being cared for by childcare, extended family.
*Siblings speak English, parents don't.
*Child learns English at school.
*Minimal acquisition of either language.
*Mom & child cannot communicate well. Mom speaks to child in home language. Child responds in English.
*Conversations are limited to commands, basic functions.

California:
21.8% public school students are English Learners.
42.8% speak a language other than English at home
73% of English Learners are K-6th grade

Lau v. Nichols (1974) Providing English Only instruction to students with limited English violated Civil Rights Act (1964)
Although not a prescriptive "how," does require access to meaningful curriculum

59% of 175,000 ELs 6th-12th grade in 40 districts have been ELs for 6+ years-not achieving English proficiency
(Over 100,000 students!)

Long Term English Learners recommended to increase academic achievement prior to leaving elementary.
(Californians Together, 2015)

Policy Analysis for CA Ed (2015) (PACE) notes ELs held back through isolation. Offered slower pace curriculum, less rigorous.

Benefits of Multilingualism:

Greater flexibility of thought, ability to problem-solve, participate in divergent thinking

Positive effects on intellectual growth & cognitive development

Ear for listening
Improved understanding of native language

Opportunities to community otherwise not have access

Appreciate other backgrounds/countries

Headstart for language in secondary/college

Increase opportunities in job-market
Increased competitiveness in political, business, and educational communities

Recall your high school experience with learning a language?

45 minutes/day. No access to native speakers. Learning from a book. Minimal need to talk.

Opportunity to study abroad?

Year immersed in language.
Opportunity to understand culture.
A great start.

But:
Takes 6+ years to become fully proficient in a language.

Dual Language School:

Rather than subtractive models that support gaining English skills to replace home language.

Research shows 1-way (ELs only) and 2-way (ELs learning English, EOs learning minority language) models of dual language programs support:

Improved interest in school
Increased cognitive stimulation
Increased student engagement in instruction
Increased student achievement
Increased school attendance
Increased self-esteem/confidence
Decreased discipline

No decreased ability for either groups to learn English

Dual language programs develop an appreciation for the minority language, culture, expand outlook to world

Language is power.

English is a dominant world language.

Our students need full capacity and facility in English to reach full potential.

Dual language programs facilitate deeper learning of English, maintain high cognitive development, and maintain the minority language and cultural heritage.

Charge: Support the exploration and installation of dual language programs in your local schools.