Paving the Way for Quality PreK–5 Language Programs
- Paving the Way for Quality PreK–5 Language Programs
bilingual education/educación bilingüe, dual language/dos lenguas, early language learning/aprendizaje de idiomas en escuela primaria, immersion/imersión, teaching and learning/enseñanza y aprendizaje, Seal of Biliteracy
Response 2 to "Realizing the Vision of Quality PreK–5 Spanish Language Programs: A Longitudinal Perspective"
The intention of Audrey L. Heining-Boynton's essay is to take a look back at the early beginnings of language programs and provide a vision for high-quality programs for the future. Building upon the themes in Heining-Boynton's essay, a comprehensive review of the advances in the field of early language learning continues to invite further research and inquiry.
According to Abbott et al. (2014), the United States can provide "100% of learners in the US education system with exposure to international perspectives, culture, and/or language, in order to inform lifelong decisions about work and learning, and to support language and international efforts broadly in society" (256). In attempts to make this vision a reality, Abbott et al. envision a collaborative effort by which nonprofits collectively act, "in a grassroots effort in collaboration with the national security entities in the federal government and the economic interest in state governments" (259).
Grassroots initiatives like the Seal of Biliteracy address concerns such as appropriate learner objectives, desired proficiency outcomes, and developing and maintaining support among stakeholders. This initiative began as an award for high school students who have attained proficiency in two or more languages; however, the Seal of Biliteracy has now expanded to dual language immersion programs at the elementary and middle school levels (see sealofbiliteracy.org). The Seal of Biliteracy is open to both native English speakers who have attained a predetermined level of proficiency in an additional language and to English language learners who have retained their native language or developed their heritage language. As acknowledged in a joint policy statement between the US Department of Health and Human Services and the Department of Education, the majority school age, dual language learners come from homes where Spanish is the primary spoken language ("Fact Sheet" 2016). This policy statement also suggests that not recognizing a child's culture and language as an asset may contribute to the achievement gap. In 2014, nine states had adopted the Seal of Biliteracy. At the time of this submission, at least 27 states have adopted the the Seal of Biliteracy which is often awarded at special ceremonies. This emphasizes the value of proficiency in another language. The Seal of Biliteracy raises the bar from just something to be completed to one that recognizes language acquisition as a skill.
In order to meet the demand of qualified language teachers, candidates must demonstrate advanced proficiency in the language that can be only achieved by a native speaker or by immersion learners. The number of immersion schools is rising in states like New York, Utah, Delaware, and North Carolina. In 2015, the National Network for Early Language Learning (NNELL) presented New York City Schools Chancellor Carmen Fariña with the NNELL Award [End Page 165] for Outstanding Support of Early Second Language Learning ("Awards" 2015). Fariña created 40 dual language programs in 2015, with more programs planned; she claims parents are driving the push for the programs ("Chancellor Fariña Announces Programs" 2016).
According to Gregg Roberts, the World Language Specialist for the Utah Office of Education, Utah plans to add 20 to 25 more dual language schools per school year as dual immersion programs have increased from 1,400 students in 25 schools in 2009 to 29,000 students in 138 schools in 2016 (qtd. in Wood 2016). As part of Governor Jack Markell's World Language Expansion Initiative, Delaware hopes to reach nearly 10,000 students in K–8 immersion programs by 2022 ("World Language Immersion Expands" 2015).
Thomas and Collier (2012) claim dual language schools in North Carolina are so popular with English-speaking parents that there is a waiting list at each school for admission (69). As North Carolina implements and expands bilingual immersion programs, Thomas and Collier outlined the implementation process as well as research and...
