Students in Los Angeles Unified School District represent a linguistically and culturally diverse population in California and the United States. Spanish, Mandarin, Armenian and Cantonese are just a few of the more than fifty-seven languages ​​spoken by multilingual students in Los Angeles County. For these students and those who study with and teach them, multilingualism and multiculturalism are assets that can add richness and diverse perspectives to their learning environment. Read more on losangeles1.one.
While it is widely studied and understood that multilingual students often need additional, individualized support for academic learning, social and emotional learning for multilingual students is equally important. Learn more about the research, systems and practices that support educational leaders in Los Angeles County. Learn more about Los Angeles libraries that will surprise even the pickiest visitor.
Multilingual academic education
Under the leadership of the Executive Director of Multilingual and Multicultural Education, the Academic Language Instructional Coach position was assigned to support the consistent implementation of the District’s Strategic Plan. It is a multilingual, multicultural curriculum, professional development and academic planning for all learners in Los Angeles.
Thanks to the implementation of the plan, support is provided to schools in building the potential of teachers based on the standards of the development of the educational process, using a multi-level approach to learning. This position is designed to provide direct and supplemental services to multilingual students, including African American, Mexican, Hawaiian and native American students. It is also designed to support bilingual education.
Among the main duties are:
- Provides demo lessons, encourages learning and supports language learners
- Provides professional development with an emphasis on academic language development, use of effective evidence-based practices, access strategies, academic time and language comprehension testing
- Promotes the development of standards-based academic language and literacy through demonstration lessons, collaboration, shared learning and focused observation in all content areas
- Assists and supports teachers in implementing the curriculum
- Tracks the progress in the development of students’ academic language individually, by typology group and on the scale of the whole school.
Los Angeles Unified Board of Education
The resolution, authored by board member Kelly Gonez, outlined the need for a revised English Language Arts master plan that can ensure the continued success of students who learn multiple languages. Board President Jackie Goldberg, Vice President Scott Schmerelson, Dr. George J. McKenna III, Dr. Rocio Rivas, Board Member Nick Melvoin, Board Member Tanya Ortiz Franklin and Student Board Member Karen Ramirez joined as co-authors of the resolution.
This resolution stems from direct engagement with students and families in the East Valley who expressed a need for deeper and more holistic support. Whether or not students are native to LA, they bring their own experiences and assets to the school.
Students in local schools speak 98 different languages ​​at home. English language learners and students who are fluent in English make up approximately 44%. The results of the 2023 Smarter Balanced Assessment (SBA) show that English language learners are the group of students with the greatest distance from the standard in English. At the same time, Los Angeles Unified has recently seen an increase in foreign newcomers, who may be unaccompanied minors, migrant students or have other learning difficulties.
This resolution increased access to the learning process, cultural support and important resources for newcomers. In partnership with teachers, families and public organizations, necessary conditions are created for all pupils and students.
Los Angeles Unified
LA civil society emphasizes the importance of closing gaps in the educational process for multilingual students, especially for African-Americans, Latinos, foster families, LGBTQIA+, immigrants and other historically disadvantaged communities. It is important to tackle the systemic manifestations of discrimination, racism and bigotry that affect schools. All actions are based on listening and learning from the community through open dialogue to create true partnership opportunities. Thus, the entire extended community can contribute to student success. The communities served by Los Angeles Unified deserve a high level of education to prepare all students for success after high school.
California Association for Bilingual Education
The association was incorporated in 1976 as a nonprofit organization to promote bilingual education and a quality educational experience for all students in California. The first conference was held in 1975. It gathered activists, educators and researchers to exchange information about the new field of bilingual education. It was a time of devastating changes in popular culture, including protest songs, films, plays and art. They encouraged and awakened in many people the desire to find better ways to educate children. Many people hoped that it would be a time of great change for immigrant and linguistic minority students.
The organization has always defended the rights of students, teachers, parents and families. Advocacy and co-promotion helped to create a critical space in the multilingual education process for innovative content, deep dives into research, leadership, responding to racial and language inequities and creating programs that really matter.
Requirements for students
California Education Code was created to create minimum requirements for high school students to graduate from high school. According to the California Department of Education, these minimum requirements focus on tests in English, math, social studies and visual arts.
In 1999, changes were made to the high school graduation requirements. The California High School Exit Examination was created by the Public Policy Institute of California and was a mandatory exam required for high school graduation throughout the state. In addition to math, California also lags behind other states in English language requirements, requiring only three years of English instead of four. Despite this, the graduation rate, including black and Latino students, increased from 75% in 2009-2010 to 83% in 2015-2016. This means that the approaches to the adaptation and training of multilingual students have justified themselves.
California community colleges are the most popular destination for low-income international students. Many are black, Hispanic and first-generation college students. The language barrier often makes it difficult for these students to navigate the transfer requirements. As a result, students’ academic growth remains stagnant, leading to longer graduation times.