Washington House unanimously approves bill to strengthen multilingual education

Reneé Dìaz

(File Photo)

UPDATE: Governor Jay Inslee has signed the bill into law, and it will take effect on June 6, 2024.

The Washington State House of Representatives unanimously approved Substitute House Bill 1228, aiming to bolster dual and tribal language programs across the state, on Feb. 12. Educators are advocating increased state support in carrying it out. 

Jessica Schenck, assistant superintendent for teaching and learning at the Othello School District, said there are critical elements needed for a successful program.

“You need the right mix of a highly qualified bilingual staff,” she said. “You need high parental involvement and the ability to balance academic rigor with both languages.” 

The legislation, titled “Building a Multilingual, Multiliterate Washington through Dual and Tribal Language Education Act,” seeks to establish and expand dual- and tribal language programs throughout Washington. The proposed legislation mandates that the Office of the Superintendent of Public Instruction be responsible for managing grants aimed at enhancing the efficiency of dual-language programs in public and state-tribal compact schools.

“The future of Washington is inclusive and serves all communities,” said Rep. Lillian Ortiz-Self, D-Mukilteo, primary sponsor of the bill. “That simply isn’t possible without multilingualism and fostering a sense of understanding with all cultures.”

In the Othello School District, 91.22% of the student population is identified as Hispanic, with 39.4% being English learners, and more than 45% being multilingual, according to information from the district, which demonstrates the need for such programs. Many schools in the Moses Lake, Othello and Quincy school districts have bilingual programs catering to the needs of English learners. 

Lutacaga Elementary in Othello has been at the forefront of dual-language education since it adopted the teaching model in 2006. The school prioritizes proficiency in both English and Spanish, encompassing both spoken and written language skills, along with incorporating cultural awareness into its curriculum. 

Rosalba Salmerón-Lauriano, Instructional Coach at Lutacaga Elementary said that by strengthening students' proficiency in their native language and English, their career prospects broaden. 

“We recognize first where our kids come from. Some are Meztico, Guatemalan, and Salvadoran. We have students from everywhere. Becoming bilingual is going to keep them connected to their culture and help them get better careers,” she said. 

Lizbeth Hernandez stands as a testament to the success of Lutacaga Elementary's dual-language program. Originally from Mexico, she participated in the program from kindergarten through the fifth grade. Motivated by her educators, Hernandez pursued a teaching degree and now serves as a dual-language teacher at Lutacaga. She said her goal is to be a positive role model for her students, encouraging them to take pride in their bilingualism and contribute to their community.

“In Othello, there are a lot of Hispanics, I see my color in the people around me and I want to create a change for them. Language opens more doors for opportunities and you can communicate with more people,” said Hernandez.

Despite the success of dual language programs, challenges persist, such as resource allocation, the waitlist for enrollment at Lutacaga, and the absence of a formal dual language high school in the Othello School District. 

“It is one thing about wanting a dual-language program vs. having the support for the language program,” Salmerón said. 

Co-sponsor of the bill Rep. Alex Ybarra has previously been involved with the dual-language committee for the Qunicy School district. He said he aims to address resource deficits by advocating for additional funding for dual-language programs.

“We have a lot of second-language English learners and we need support from teachers that know Spanish. With this bill we will get more money to Quincy,” said Ybarra. 

The proposed legislation encompasses grant programs, modifications to language education requirements, and reporting mandates, emphasizing transparency and accountability. A significant focus is placed on tribal language education, requiring support for culturally affirming literacy programs and the development of new initiatives with guidance from the Office of Native Education.

The bill also introduces changes to the Seal of Biliteracy, a recognition established in 2014 to honor public high school graduates proficient in speaking, reading, and writing in one or more languages in addition to English. The bill outlines guidelines for unwritten languages.Students are only required to demonstrate proficiency in speaking, rather than reading and writing, those languages. 

“This bill supports the district's effort in indigenizing the educational experience,” said Brian Freeman, superintendent of Inchelium School District. 

The Inchelium School District located on the eastern side of the Colville Indian reservation, offers instruction on the Salish language and culture. Approximately 70% of its students are American Indian or Alaska Native, according to OSPI data. Freeman said the bill will help tribal language educators to develop best practice resources with access to the tribal literacy grants. 

While the 2024-2025 budget allocates resources to the Office of Native Education, additional funding may be necessary, according to the bill proponents. The bill emphasizes collaboration among educational entities, including the Professional Educator Standards Board, Paraeducator Board, and OSPI, to align bilingual education and English Language Learner endorsement standards by Jan. 1, 2025.

Despite unanimous approval in the House, the bill's fate depends on budgetary support. If passed, it will take effect 90 days after the session adjournment, emphasizing the need for financial backing to unlock its potential for an inclusive and diverse future in Washington, Ortiz-Self said.