So … Grijalva is proposing English and Spanish should walk ten paces, turn, and then shoot?

If so, sign FamousDC on as a co-sponsor. This’ll be awesome.

From: e-Dear Colleague
Sent: Wednesday, June 30, 2010 12:58 PM
Subject: CivilRights, Education, FamilyIssues: Dear Colleague: Support Duel Language Education

Support Duel Language Education

From: The Honorable Raul M. Grijalva
Sent By:
Bill: H.R. 3753
Date: 6/30/2010
Support Duel Language Education

Dear Colleague,

Join me in cosponsoring the “Providing Resources to Improve Dual-Language Education (PRIDE) Act,” a bill that supports the expansion of dual-language programs in low-income communities.

Achievement data clearly show that ELL and low-income children are at unique disadvantage for school success even before they start kindergarten. For example, only 23% of Hispanic ELLs who knew little to no English at the start of kindergarten score at high levels of reading comprehension in the fifth grade. By the eighth grade 71% of ELL children score below basic in reading and math; the statistics are similar for children who are in low-income families. This achievement gap widens over time, making it harder for students to catch up.

Dual-language programs are a promising and innovative approach to closing the achievement gap between high- and low-income children. These programs successfully educate native English speakers and English language learners (ELLs) in the same classrooms by developing students’ linguistic and literacy abilities in two languages. Research has shown that dual-language programs promote high levels of academic achievement and cognitive ability, while at the same time promoting bilingualism and biliteracy for all students. Data also indicate that dual-language programs:

• Prepare all children for the global economy. Children who participate in dual-language programs become fully proficient in both languages of instruction and develop cross-cultural attitudes and behaviors that will help them function in our global society.
• Increase cognitive abilities and improves academic outcomes. Research shows that knowing more than one language increases students’ mental flexibility and cognitive abilities. These benefits are typically transferred into improved academic outcomes for children who know more than one language.
• Develope language proficiency. Dual-language models have been proven to be effective in developing English-language proficiency for ELLs and bilingualism for English speakers.

Dual-language programs are in extremely high demand across the country. Programs in very affluent communities have long wait-lists of children anticipating enrollment to meet demand for programs that promote bilingualism and biliteracy. Schools in low-income communities have also implemented dual-language programs to improve ELL instruction and to meet parent demand. Despite growing interest in these programs, recent trends suggest that low-income communities have less access to programs that are truly loyal to the dual-language model. As a result, the promised outcomes and results described above are compromised for children in low-income communities.

With support from Congress, the “PRIDE” Act will demonstrate and evaluate partnerships between Local Education Agencies (LEAs) and Early Childhood Education (ECE) providers, including state preschool programs and Head Start, which exemplify coordinated efforts to ensure the academic success of low-income children, including English language learners (ELLs), beginning in preschool. These model programs will result in high levels of academic, linguistic, and multicultural competency by developing:

• Innovative partnerships between early childhood programs and local education agencies
• Working with technical assistance providers that have expertise in the implementation and evaluation of high-quality dual-language programs
• Evaluating the effectiveness of the model for low-income students, particularly in the Pre-K years, and how to take dual-language programs to scale
• Expanding access to researched-based dual-language programs for children in low-income communitie
• Aligning student curriculum and teacher professional development for students at least through grade five.

If you would like to cosponsor the “PRIDE” Act to develop programs that build biliteracy, bilingualism, and multicultural skills for children in impoverished communities, or if you have any questions, please contact my office.

Sincerely,

Raúl M. Grijalva