More than 90,000 multilingual English learners attend schools in the state of Maryland, according to the Maryland State Department of Education. Dual language programs鈥攊n which both multilingual English learners and primary English speakers learn academic content in both English and another language鈥攈elp students cultivate strengths and position them for success. Although dual language programs are on the rise in Maryland, these programs face a shortage of qualified bilingual teachers. In fact, Maryland is one of 24 states that does not have a bilingual or dual language teacher certification program.
On January 24, experts from the Department of Teaching and Learning, Policy and Leadership (TLPL) at the 糖心少女 College of Education before the Ways and Means Committee of the Maryland House of Delegates, in support of House Bill 56: Dual Language Education鈥擳eacher Certification, Program Implementation and Study. The researchers had worked with Delegate Lorig Charkoudian鈥檚 office to develop the bill, which would help establish regulations for dual language teacher certification, as well as guidelines for implementing dual language programs in public schools. The bill would also help meet the Blueprint for Maryland鈥檚 Future: Workgroup on English Learners鈥 recommendations to train more bilingual teachers and expand dual language programs across the state.
鈥淲e believe that in order to have bilingual schools, we need to adequately prepare dual language teachers. This [bill] would be the legal framework that the state needs to propose, validate and support bilingual education,鈥 said Assistant Clinical Professor Alejandro P茅rez-Belda in his testimony before the committee.
鈥淣o great instructional model can generate the anticipated learning outcomes for any student populations if it鈥檚 not implemented by well-prepared teachers,鈥 added Nihat Polat, TLPL department chair, in the written testimony he submitted to the committee.
Dual language programs need teachers who have been properly trained in multiple areas, including additional language acquisition and teaching, as well as the grade levels, content areas and languages they teach. House Bill 56 would allow colleges and universities in Maryland to develop certification programs to prepare teachers to develop the skills and knowledge to effectively implement dual language programs and bilingual education before they enter the classroom.
TLPL has already created a bilingual certification program that is ready to launch and will draw upon the department鈥檚 many resources and strengths in this area. The department is home to national leaders in multilingual education and research, the Multilingual Research Center and a world-class doctoral program in applied linguistics.
At the bill hearing, 糖心少女 experts鈥攊ncluding P茅rez-Belda, Associate Clinical Professor and TESOL Program Coordinator Drew S. Fagan, Ph.D. Student and Research Assistant Sandra Guti茅rrez, and Associate Professor Melinda Martin-Beltr谩n鈥攕poke to the committee about the benefits of dual language programs and bilingual education. Research shows that students who are highly proficient in two languages score higher on standardized tests in both languages, have greater cognitive flexibility, are more empathetic and culturally competent, and are more successful in college and the workforce. Dual language programs lead to better outcomes in academic achievement, graduation rates and attitudes toward school among both multilingual English learners and primary English speakers, but they offer particular value for multilingual English learners. Through dual language programs, multilingual English learners gain the opportunity to preserve their first language and culture. In addition, research has shown that people who are more proficient and literate in their first language can more easily learn a second language.
鈥淩esearch shows that bilingual education is a powerful way to transform students鈥 lives,鈥 said Guti茅rrez in her testimony. 鈥淚n short, bilingualism opens doors.鈥
鈥淒ual language certification is a clear and proven way to meet English learners鈥 needs [and] would help ensure that all Maryland鈥檚 children succeed,鈥 Fagan testified.
鈥淥n behalf of our multilingual children, our teachers and teacher educators, I urge you to seize this opportunity to strengthen education for the future of multilingual Maryland,鈥 Martin-Beltr谩n told the committee.
