California Schools Struggle to Implement the English Learner Roadmap: Steps, Challenges, and Solutions
In a dual-language immersion program at a Glendale elementary school, children can be seen completing a grammar worksheet in Spanish. This scene illustrates the diverse linguistic landscape of California schools, where English learners make up a significant portion of the student population. Despite the state’s efforts to provide guidance through the English Learner Roadmap Policy, many districts still face challenges in fully implementing these recommendations.
The English Learner Roadmap Policy was introduced seven years ago as a groundbreaking guide for how districts should serve English learners in California. However, advocates point out that not all districts have embraced this roadmap and made the necessary changes to support English learners effectively. Shelly Spiegel-Coleman, strategic adviser to Californians Together, a coalition advocating for English learners, highlights the lack of awareness among teachers regarding the roadmap’s existence. She notes that when asked about the roadmap, many teachers are unaware of its existence, indicating a need for greater dissemination and implementation.
To address this issue, lawmakers have introduced Assembly Bill 2074, aimed at enforcing the implementation of the English Learner Roadmap. The bill, introduced by Assemblymembers Al Muratsuchi and David Alvarez, seeks to create a state implementation plan with specific goals and monitoring mechanisms to ensure compliance. The plan includes forming an advisory committee comprising various stakeholders, such as district and county education offices, teachers, parents of English learners, and nonprofit organizations experienced in implementing the roadmap. By establishing clear timelines and reporting requirements, the bill aims to hold districts accountable for implementing the roadmap effectively.
However, the scope of the bill was scaled back due to funding constraints. Initially, the bill included provisions for creating positions within the state Department of Education to support districts in implementing the roadmap. Unfortunately, these positions were eliminated due to budgetary concerns, underscoring the financial challenges associated with implementing comprehensive education policies like the English Learner Roadmap. Another bill, Assembly Bill 2071, which aimed to create a grant program for roadmap implementation, also failed to pass the Senate Appropriations Committee due to budget constraints.
Despite these setbacks, the English Learner Roadmap represents a significant shift in California’s approach to serving English learners. Adopted shortly after the passage of Proposition 58 in 2016, which removed restrictions on bilingual education imposed by Proposition 227 in 1998, the roadmap emphasizes the importance of bilingual education and recognizes the assets that multilingual students bring to the classroom. By prioritizing bilingualism and English proficiency, the roadmap seeks to create a more inclusive and supportive educational environment for English learners.
Anya Hurwitz, executive director of SEAL, a nonprofit organization promoting bilingual education, praises the roadmap as a visionary and research-based policy. She emphasizes its aspirational nature, designed to center the needs of California’s diverse student population and prioritize bilingualism as a valuable asset. However, Hurwitz acknowledges the need for a concrete implementation plan to translate these aspirations into tangible outcomes for English learners across the state.
The California Department of Education has taken steps to support districts in implementing the English Learner Roadmap through grant programs. In 2020, the CDE awarded grants to Californians Together and the California Association for Bilingual Education to assist districts in roadmap implementation. Subsequent grants were awarded to county education offices in Sacramento, Los Angeles, San Bernardino, and Orange counties. These initiatives have provided valuable resources and training to support districts in aligning their practices with the roadmap’s guidelines.
Despite these efforts, Martha Hernandez, executive director of Californians Together, emphasizes the need for stronger leadership from the California Department of Education in promoting the roadmap’s importance. She highlights the importance of clear messaging from CDE to prioritize the roadmap, as this signals to districts the significance of implementing these guidelines effectively. By fostering a culture of support and accountability, CDE can drive greater adoption of the roadmap across the state.
Graciela García-Torres, director of multilingual education for the Sacramento County Office of Education, shares her optimism about the roadmap’s potential to support bilingualism and cultural preservation among English learners. She underscores the importance of a state implementation plan and additional funding to ensure the roadmap’s sustained impact. Without ongoing support and resources, García-Torres fears that the roadmap may remain a theoretical framework rather than a practical guide for districts.
Debra Duardo, Los Angeles County superintendent of schools, highlights the transformative impact of the English Learner Roadmap in shifting attitudes towards English learners. She notes a shift from a deficit mentality to a celebration of students’ linguistic diversity and abilities. Duardo emphasizes the importance of clear goals and reporting mechanisms to assess districts’ progress in implementing the roadmap effectively.
Megan Hopkins, professor at UC San Diego, underscores the challenges that states face in implementing guidance for English learners. She stresses the need for a statewide plan to ensure consistent implementation of the roadmap’s principles. By providing clear guidelines and examples of best practices, CDE can support educators in effectively implementing English language development strategies for English learners.
Aleyda Barrera-Cruz, executive director for multilingual learner services at the San Mateo-Foster City School District, highlights the need for practical guidance in implementing the roadmap. She emphasizes the importance of clarity and specificity in the roadmap’s recommendations to assist districts in translating these guidelines into actionable steps. By providing concrete examples and resources, CDE can support districts in effectively serving English learners.
Elodia Ortega-Lampkin, superintendent of Woodland Joint Unified School District, underscores the importance of district-wide support for the English Learner Roadmap. She highlights the need for training and guidance at all levels of the education system, from administrators to teachers, to ensure consistent implementation of the roadmap’s principles. By embedding the roadmap into annual school plans and professional development, districts can create a culture of support for English learners.
In conclusion, the implementation of the English Learner Roadmap in California schools presents both challenges and opportunities for supporting English learners effectively. While the roadmap represents a significant shift towards bilingual education and cultural preservation, its full implementation requires strong leadership, clear guidelines, and sustained funding. By prioritizing the roadmap and providing districts with the necessary resources and support, California can create a more inclusive and supportive educational environment for English learners statewide.