1. Making the Most of Proposition 58
Patricia Gándara, UCLA
January 12, 2017

2. The Opportunity
To provide bilingual instruction for as many students as want it
To break down the isolation of so many of our Latino English learners (now Emergent Bilinguals)
To develop BILITERACY in our students
Proposition 58 was designed to work hand in hand with Local Control Funding Formula (LCFF)

3. Benefits of Bilingualism
Cognitive: “Better learners” (e.g., Ellen Bialystock et al)
Socio-emotional: Stronger self concept (e.g. A. Portes & L. Hao, 1998)
Family cohesion (C. Feliciano, 2001; R. Rumbaut, 2001)
Social Adjustment: fewer behavioral issues (A. Portes & R. Rumbaut, 2001)
Educational and Economic benefits

4. But it is hard to maintain bilingualism
In the absence of formal schooling
Second generation usually understands the language, but increasingly responds in English and loses vocabulary
Third generation: It disappears! Bilingualism is fragile!
And few parents are able (have the time) to provide instruction in reading, writing, and literature in the home
Strong bilingualism requires formal education and can occur in developmental bilingual programs or dual immersion

5. Developing Biliteracy
Research shows that while there are benefits to simply being bilingual, the greatest benefits come from being biliterate: reading, writing, and knowing the literature of both languages.
Children of immigrants who develop biliteracy tend to:
Drop out of school at lower rates
Go to college at higher rates; Latinos go to 4 year colleges a higher rates
Earn more in their jobs
Have higher status jobs

6. Breaking Down Isolation (In Dual Immersion)
Spanish speaking EL students are among the most isolated of all students in our schools
Latino students in California attend schools that are more than 80% non-white, mostly other Latinos
This means they often lack opportunities to have friends who are native English speakers
Having a friend who is a native English speaker is a major predictor of learning English well and quickly

7. Working hand in hand with LCFF
ELs generate funds from LCFF, they deserve to have at least a portion of the funds spent specifically on their needs
20 families at a grade level; 30 at a school can begin the process to request a bilingual/dual language program
Schools must respond to parents’ requests
Parents are to be partners in the process – deciding what kind of program they want
ELAC’s can play important role in monitoring resources from LCFF for these programs through the LCAPs

8. Knowing the Options
Transitional Bilingual Education: Not focused on literacy but helps to transition to English
Developmental Bilingual Education: Focused on developing literacy in both languages, may go all the way to high school
One way Dual Immersion: English speaking students taught a second language
Two-way Dual Immersion: English speaking and Spanish speaking students achieve biliteracy in both languages

9. Valentino & Reardon, 2015 AERA
All are significantly positive except for early exit bilingual (relative to the average of 0).
Dual Immersion grows significantly faster than English Plus
No significant difference between Maintenance Bilingual and English Plus
Bilingual Early Exit grows significantly more slowly than English Plus
Interpret: Gain X sd’s more or less from 2nd to 8th grade than the average student in the state (who gains 0).

10. The Challenges
Insufficient numbers of bilingual teachers in the schools, though in reality we really don’t know how many we have
Insufficient information for parents about the benefits of the different programs
Insufficient infrastructure in the state to support the development of new programs

11. Decline in bilingual teachers

12. Insufficient teachers?
Thousands of bilingual teachers who are not currently in bilingual programs
Thousands of teachers and other school personnel who could be bilingual teachers
125,000 holders of the Seal of Biliteracy just since 2012
We need a census!!
And they will all require support and incentives

13. Insufficient information?
The state needs to lead in providing information for districts directed to parents about the benefits and what to expect of bilingual programs.
Districts need to start getting information to schools and parents to inform them of the potential opportunities and benefits
ELACs and DELACs need to be informed of their potentially POWERFUL roles

14. Insufficient Infrastructure?
Bilingual teacher preparation programs have closed – IHEs need support to re-open and expand
Professional development geared to bilingual instruction needs to be ramped up and brought into core of professional development for all EL teachers
Spanish (and other) language assessment needs to be brought into the accountability system; schools need to receive credit for Spanish (and other) language development

15. California should be the national leader in bilingual education
We have more Emergent Bilingual students than any other state
We have more linguistic resources than any other state
We are a more inclusive state than most others (but you might be surprised where else they are moving forward)
We understand the gifts that immigrants bring to us– including their languages– and we understand that they cannot be taken for granted.