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Policy Brief

Preparing LAUSD Students for the Global Economy: Maximizing the Assets of Dual Language Learners in the Early Years

Vickie Ramos Harris and Dr. Marlene Zepeda

INTRODUCTION 1

ENGLISH LEARNERS IN CALIFORNIA & LAUSD 1 IMPORTANCE OF EARLY LANGUAGE DEVELOPMENT 2 ADVANTAGES OF BILINGUALISM 3 IMPORTANCE OF FAMILY ENGAGEMENT 3 LANGUAGE PROGRAM MODELS 4 KEY POLICIES 5 RECOMMENDATIONS FOR LAUSD 6 CONCLUSION 7 REFERENCES 9

English Learners (ELs) and Dual Language Learners (DLLs) enter our education system with intellectual, social, and personal assets that can help them compete in today’s global context and contribute to our national economy and security: their home language. Our DLL/EL population is culturally and linguistically diverse with varying levels of proficiency in their home language and English. Development of the child’s home language is critical to English proficiency and overall academic achievement.

IN THIS BRIEF

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INTRODUCTION English Learners (ELs) and Dual Language Learners (DLLs)1 enter our education system with intellectual, social, and personal assets that can help them compete in today’s global context and contribute to our national economy and security: their home language. Our DLL/EL population is culturally and linguistically diverse with varying levels of proficiency in their home

language and English. Development of the child’s home language is critical to English proficiency and overall academic achievement. Within the last decade, research has focused more intently on educational practices for DLLs that stress differentiated and student-centered instruction. The recent passage of Proposition 58: Language Education, Acquisition and Readiness Now (LEARN) Initiative, has lifted restrictive policies on bilingual education allowing for more choice and flexibility by parents and school districts. As California and the Los Angeles Unified School District (LAUSD) have high concentrations of children whose home language is not English, the state and LAUSD can help lead the way for the nation in how best to educate DLLs.

ENGLISH LEARNERS IN CALIFORNIA & LAUSD California is home to the largest population of English Learners in the United States, with more than 1.4 million ELs enrolled in public schools (or 22.1% of the total state public school population). Further, 42.8% of the state’s public school students live in homes where a language other than English is spoken. Seventy percent of California’s ELs are in elementary schools and

i among our youngest learners in California, 57% of children birth through age five live in a

1English Learner (EL) is the term used in K-12 education to define the population of students who have a home language other than English, and are learning English as a second language. Dual Language Learner (DLL) is the term used in early education to refer to children, birth to age five, that are learning two or more languages at the same time, or are learning a second language (e.g. English) while continuing to develop their home language. Early education policy and research has used this term to reflect the reality of how children learn language, recognizing the home language as an asset and the importance of building home language proficiency while developing English proficiency. In K-12, the term can refer to ELs in language programs that build English and home language proficiency, as well as other students learning a second language.

“One language sets you in a corridor for life. Two languages open every door along the way."

- Frank Smith, contemporary psycho-linguist from Harvard University

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household where English is not the primary language.ii Per the US census, the DLL population has been the fastest growing child population for more than two decades and this growth is expected to continue. In LAUSD, of the over 14,000 children served in the district’s Early Education Centers and State Preschool programs, 50% are DLL students.iii With 165,000 English Learners enrolled in LAUSD, the district is home to the largest EL population in the state. In fact, if LAUSD’s English Learner population was a stand-alone district, it would be the second largest district in California, and the 14th largest in the country. As such, California, and LAUSD have important leadership roles in advancing policy and practice in DLL/EL education. IMPORTANCE OF EARLY LANGUAGE DEVELOPMENT Early care and education programs prepare our children for success in the K-12 system and help close the achievement gap as it first begins to form. A vast body of research shows that children who attend high-quality preschool programs: perform better on standardized tests in reading and math; are less likely to be placed in special education or held back a grade; and are more likely to graduate from high school and attend college.iv Studies show that these outcomes can lead to substantial cost savings for school districts and that DLLs may benefit more relative to their monolingual peers as early learning addresses the educational opportunity gaps present prior to school entrance.v Research over the past two decades has provided tremendous insight into the brain and language development process of young children and the critical window of the first five years of life. Studies show that:

§ the brain is most receptive to language learning in the earliest years of life. § children are not confused by learning multiple languages, rather, the brain is wired to

learn any language in the world,vi including young children with disabilities.vii

§ for young DLLs, home language is central to developing proficiency in English and other languages, as well as their cognitive and socio-emotional development, their evolving sense of self, and overall academic achievement.viii

When DLLs are provided with high-quality, intentional and consistent early learning experiences in their home language and English, they are set on a positive trajectory for school success, as well as bilingualism.

Source:PatricialK.Khul,2011

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ADVANTAGES OF BILINGUALISM It is estimated that over half of the world’s population is bilingual or multilingual.ix Advances in neuroscience show that bilingualism and multilingualism in children and adults gives them a cognitive advantage.x Studies show that because bilingual children and adults switch between two languages, their brains are very active and flexible, which helps them learn more easily, helps them focus, strengthens their memory, problem solving and thinking skills and helps develop other skills which is important for college and career success.xi Further, research shows that while ELs enrolled in a two-language program (English and their home language) reclassify at a slower pace, they “have higher overall reclassification, English proficiency, and academic threshold passage by the end of high school.”xii The bilingual advantage goes beyond school success as evidenced by a recent study that shows California employers value bilingual/multilingual candidates in the hiring process.xiii In our interconnected and interdependent global economy, bilingualism is more important than ever. It is therefore critical that our education system provide students the quality learning experiences DLLs need to thrive beginning in the earliest years, and provide more opportunities for all students in California to become multilingual. A district that has taken steps to build on their multilingual pathways starting with preschool is San Francisco USD. The district offers ten “Dual Language Learner Pre-Kindergarten” programs at early education sites: four in Cantonese and six in Spanish. The program is designed to ensure both English Learners and English proficient students develop high levels of English and pathway language proficiency and literacy, as well as academic competency.xiv

IMPORTANCE OF FAMILY ENGAGEMENT Family engagement has been widely recognized as an important contributor of child outcomes and academic success. These strong school-family connections are particularly critical for DLLs as families, as outlined below:

§ Strong family-child bonds are important to establish strong cultural identity that serve as a critical foundation for learning, and families help their children bridge the diverse cultural worlds of home and school.xv

§ Teacher engagement with a child's family helps educators bridge cultural and linguistic differences and gain deeper understanding of a child's development.xvi

§ School-family partnership can support families to understand student progress and what role families can play in supporting their children’s learning.

§ School-family engagement on the advantages of bilingualism helps families recognize the importance of strengthening and preserving the home language and culture;

“Inaninterconnected,interdependentglobaleconomy,wemustprepareourchildrenforafutureinwhichtheirsocialandeconomicsuccesswilldependontheirabilitytounderstanddiverseperspectivesandcommunicatewithpeoplefromotherculturesandlanguagegroups.Thisisn’tamatterofgettingahead–it’samatterofcatchingup.”

-ArneDuncan,FormerUSSecretaryofEducation&LibiaGil,Out-goingAssistantDeputySecretary,OfficeofEnglishLanguageAcquisition

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§ School-family partnerships provide parents opportunities to voice their opinions and concerns about programmatic issues and help determine ways families can be supportive in addressing these issues.

LANGUAGE PROGRAM MODELS While there is some overlap between language program models in early care and education and K-12 education, there are some distinctions. It is important to begin planning by determining the goals of the program and the planned language approach that supports those goals. The following chart outlines the basic approaches for DLL and ELs.

Types of Programs for Dual Language Learners/English Learnersxvii Early Education (ages 0-5) K-12 Education Develops fluency in more than

Home Language Development as a Foundation for English Development Home language is the main language of instruction, serving as the foundation for English development. English is gradually introduced.

Maintenance Bilingual ELs are exposed to both primary language and English throughout their elementary school years with the goal of full bilingualism and biliteracy.

one language

Dual Language Approach Instruction in the home language and in English, 50%/50% or a balanced approach.

Dual Immersion or Two Way Immersion Both DLLs and monolingual English speakers are exposed to English and another language (e.g., Spanish, Cantonese, Filipino, etc.) with the goal of both DLLs and native English speakers becoming bilingual and biliterate in both languages.

Focuses on English

English with Home Language Support English is the language of instruction and includes strategies to support DLLs while they are learning English.

Transitional Programs Uses instruction in EL's primary language as a bridge to English acquisition; its aim is to achieve relatively rapid transition to English.

Language development

English Immersion English only is not recommended for DLLs.

Structured English Immersion EL students may be mixed with monolingual English speaking children and are instructed only in English; no accommodations are made for the primary languages of DLL children.

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KEY POLICIES As research has brought clarity to the importance of language development in the early years, the benefits of early education and bilingualism, and the needs and assets of DLLs, federal and state policy have also evolved. The following highlights the recent policies that speak to this progress. Ø Every Student Succeeds Act (ESSA): In 2015, the Every Student Succeeds Act (ESSA)

updated and reauthorized the Elementary and Secondary Education Act, the country’s national K-12 education law. ESSA includes several significant policy changes, among them is a larger emphasis on the importance of preschool and optimizing children's developmental and academic trajectories by supporting the alignment of the philosophies, goals and objectives of early learning and the K-12 system. ESSA makes it clear that K-12 funding, such as Title I and II, and Local Control Funding Formula, can be used to fund preschool and early learning initiatives.

Ø Reauthorization of Head Start Performance Standards: In 2016, the reauthorized Head Start Performance Standards included multiple provisions for implementing research-based practices specific to DLLs, stipulating that programs must recognize bilingualism as a strength and the need for use of teaching practices to continue the development of the home language.xviii

Ø Federal DLL Policy Statement: In 2016, a joint federal policy statement was released by the US Department of Health and Human Services and the US Department of Education on supporting the development of DLLs in early childhood programs. This policy statement declares the vision that “all early childhood programs adequately and appropriately serve the diverse children and families that make up this country.”xix

Ø First 5 California DLL Pilot: In 2015, First 5 California announced its plans to develop and invest $20 million in a Dual Language Learner Pilot. This effort will build on existing research and best practices to pilot culturally and linguistically effective strategies for DLLs birth to age five in early learning settings to inform local and national approaches to meet the unique needs of DLL children.xx

Ø Proposition 58: LEARN Initiative: In 2016, 73.5% of California voters passed Proposition 58, recognizing the value and importance of students graduating with proficiency in English and one or more other languages. Proposition 58 removed the 18-year mandate for a "one size fits all" approach to educating 1.4 million students learning English in California and created opportunities for all students to learn another language. Starting July, 2017, any 20 parents at a grade level or 30 parents at a school site can initiate the conversation and planning process for determining with educators the best language education approach to prepare all students for the 21st century.

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RECOMMENDATIONS FOR LAUSD Ø Expand Multilingual Opportunities at LAUSD: With the passage of Proposition 58, LAUSD

can build on the success of existing language programs and expand opportunities for all students, and particularly for ELs to build proficiency in their home language and English. School-communities should work together to commence planning that lays a strong foundation for successful program implementation that includes determining the planned language approach that best meets students’ needs, and builds awareness of assets of the home language and the importance of bilingualism and biliteracy.xxi

Ø Begin with Early Childhood: Existing language programs that build bilingualism and biliteracy are largely offered in elementary and secondary schools, yet the research is clear that opportunities should commence in early education. It is recommended that LAUSD build articulated preschool, Expanded TK and TK components of new and existing Dual Language Immersion (DLI) that develop more than one language. There are opportunities within the Every Student Succeeds Act (ESSA) to focus on alignment activities between preschool and kindergarten for better transition and cohesion in educational approaches.

Ø Build on Existing Capacity: While LAUSD has 87 dual language/bilingual programs, the district also has 1,550 teachers with bilingual certificationxxii, thus has the workforce necessary to begin planning for expansion of bilingual programs. It is recommended that LAUSD also survey current teachers and paraprofessionals to identify the existing bilingual workforce that could be supported to attain their bilingual certification and receive training to build the necessary language and pedagogical skills to teach in language programs at LAUSD.

Ø Offer Differentiated Professional Development: If teachers and administrators with bilingual authorization have not been working with bilingual programs, they will need professional development to build language and pedagogical skills to prepare them to serve DLLs/ELs. Consider using funds such as Title I, Title II, and LCFF.

Ø Explore Multiple Pathways for Multilingual Programs: While dual immersion programs may be ideal for many students, there are multiple pathways for supporting language development. Determining the best programs and strategies for a school community should be guided by their collective goals, as well as capacity and resources. (List of program options are available at Californians Together report: The California Campaign for Biliteracy, and the California Association of Bilingual Education).xxiii

Ø Target EL and Underserved Communities: As the research shows high quality early education has the greatest impact on DLLs and children in poverty, it is recommended that LAUSD target expansion efforts for language programs in communities with high populations of English Learners and low-income students. This would be in alignment with the LCFF goals to bring innovation to students of greatest need.

Ø Build Awareness and Engage Families: Research has provided important insight on brain and language development of young children, the critical period of the first five years, and

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the benefits of bilingualism. Awareness of these developments by all educators and families can contribute to a mutual understanding and promotion of those educational opportunities that support student success. Thus, it is important to consider how to integrate family engagement training into the professional development of teachers and administrators and examine how to involve parent/family leaders, District English Learner Advocacy Committee (DLAC) leaders, and community organizations.

Ø Set Programs Up for Success: High quality implementation is paramount to student success from preschool to secondary school. Ensure students, teachers and administrators are set up for success by fully funding and supporting program development for quality implementation and continuous improvement, initial and ongoing professional development, family outreach and engagement and overall school-community support needed for quality implementation. Consider using funds such as Title I, Title II, and LCFF investments.

CONCLUSION California’s overwhelming support for Proposition 58 speaks clearly to the value that all students should have the opportunity to become bilingual and biliterate, and leverage their bilingual advantage in a multilingual workforce. With the vast size of the DLLs/ELs population in California, and particularly within LAUSD, the time is ripe for leadership and innovation that not only addresses the unique needs of our DLL/EL students, but maximizes the assets and innate abilities of all our students to learn multiple languages. This innovation must begin with our early care and education programs, such as preschool, Expanded TK and TK where the foundation of language develop begins, and continue across elementary and secondary education to support students to continue their multilingual education at each stage of their education.

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Advancement Project is a next generation, multiracial civil rights organization. In California we champion the struggle for greater equity and opportunity for all, fostering upward mobility in communities most impacted by economic and racial injustice. We build alliances and trust, use data-driven policy solutions, create innovative tools, and work alongside communities to ignite social transformation!

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REFERENCES i Source: California Department of Education. Retrieved from: http://www.cde.ca.gov/ds/sd/cb/cefelfacts.asp. ii Source: First 5 California. Retrieved from: http://www.ccfc.ca.gov/pdf/commission/meetings/handouts/Commission-Handouts_2016-04/Item_11_-_Dual_Language_Learner_Pilot.pdf iii Source: LAUSD, Early Childhood Education Division. iv Muschkin,C. G., Ladd, H. F., & Dodge, K. A. (2015). Impact of North Carolina’s early learning initiatives on special education placement in third grade. Educational Evaluation and Policy Analysis, 38(4), 1-23. v Gormley Jr., W. T. (2008). The effects of the Oklahoma Prekindergarten program on Hispanics. Social Science Quarterly, 89 (4), 916-936. vi Kuhl, P.K. (2011). Early language learning and literacy: neuroscience implications for education. Mind, Brains and Education, 5 (3), 128-142. vii HHS (2015) Presentation Summary for Supporting Children with Disabilities who are also Dual Language Learners. Retrieved from: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/practice/docs/dd-webinar-05-2015-Followup.pdf viii Castro, D. C., Garcia, E. E., Markos, A. (2013). Dual language learners: Research informing policy. Chapel Hill, NC, Frank Porter Graham Child Development Institute. ix Grosjean, F. (2010). Bilingual: Life and Reality. Harvard University Press. x Kaiser, A., Eppenberger, S., Smieskova, R., Borgwardt, S., Kuenzli, E., Radue, E., ... & Bendfeldt, K. (2015). Age of second language acquisition in multilinguals has an impact on grey matter volume in language-associated brain areas. Name: Frontiers in Psychology, 6, 638 xi Abutalebi, J., Della Rosa, P. A., Ding, G., Weekes, B., Costa, A., & Green, D. W. (2013). Language proficiency modulates the engagement of cognitive control areas in multilinguals. Cortex, 49(3), 905-911.; Li, P., Legault, J., & Litcofsky, K. A. (2014). Neuroplasticity as a function of second language learning: anatomical changes in the human brain. Cortex, 58, 301-324.; Poulin-Dubois, D., Blaye, A., Coutya, J., & Bialystok, E. (2011). The effects of bilingualism on toddlers’ executive functioning. Journal of experimental child psychology, 108(3), 567-579.; Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29, 699-714.; Castro, D. C., Garcia, E. E., & Markos, A. M. (2008). Dual language learners: Research informing policy. Chapel Hill, NC: Frank Porter Graham Child Development Institute, Center for Early Care and Education Research-Dual Language Learners; Kovács, Á. M., & Mehler, J. (2009). Flexible learning of multiple speech structures in bilingual infants. Science, 325(5940), 611-612; Yoshida, H. (2008). The cognitive consequences of early bilingualism. Zero to Three, 29(2), 26-30; Bialystok, E. (2011). Reshaping the mind: the benefits of bilingualism. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 65(4), 229. xii Umansky, I., Reardon, S.F. (2014). Reclassification Patterns among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms. American Educational Research Journal, 51, 879-912.

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xiii Callahan, R. M., & Gándara, P. C. (Eds.). (2014). The bilingual advantage: Language, literacy and the US labor market (Vol. 99). Multilingual Matters. xiv Source: 2017-18 English Learner Program Guide. Retrieved from: http://www.sfusd.edu/en/assets/sfusd-staff/programs/files/english-learners/2017-18_English%20Learner%20Program%20Guide_English.pdf xv Espinosa, L.M. (2006, Fall). Young English language learners in the US. Parents as Teacher News, 2. xvi Castro, C., Espinosa, L.M., Paez, M.M. (2011) Defining and measuring quality in early childhood practices that promote dual language learners’ development and learning. Quality Measurement in Early Childhood Settings. xvii Sources: Dual Language Toolkit (US Dept. of HHS & Ed) – planned language approach determines the classroom language model; The California Campaign for Biliteracy. More language pathways to biliteracy in the K-12 system can be found at: https://www.californianstogether.org/wp-content/uploads/2015/01/The-Campaign-for-Biliteracy-2014_03_21-single-pages-3.pdf. xviii Retrieved from: http://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii. xix Retrieved from: https://www.acf.hhs.gov/sites/default/files/ecd/dll_policy_statement_final.pdf. xx Retrieved from: http://www.ccfc.ca.gov/programs/programs_dll.html. xxi See resources developed by the California Association of Bilingual Educators and Californians Together at the following link: http://www.gocabe.org/index.php/communications/legislative-updates/prop-58-has-passednow-what/. xxii Source: LAUSD, Multilingual and Multicultural Education Department xxiii See list of multiple pathways for language programs from Californians Together’s report: The California Campaign for Biliteracy at: https://www.californianstogether.org/california-campaign-for-biliteracy/; and , resources from the California Association of Bilingual Educators at http://www.gocabe.org/index.php/communications/legislative-updates/prop-58-has-passednow-what/.