Passing language bill would help alleviate RI's teacher shortage | Opinion
Erin Papa is an assistant professor of World Languages Education at Rhode Island College. Rabia Hos is associate professor of TESOL/Bilingual-Dual Language Education at the University of Rhode Island. Alicia Pratt is coordinator at the Coalition for a Multilingual Rhode Island.
Amidst the closures of Providence schools such as Gilbert Stuart Middle School (which houses the only middle school dual language program in the district) and 360 High School, alongside reductions in world language classes, the Providence Public School District is confronted with significant challenges in providing appropriate services to multilingual learners.
In Rhode Island, and many other states, "multilingual learner" (MLL) is the term now used for what the federal government refers to as an "English learner" (EL). By this definition, MLLs are students who speak another language at home. While this term is more asset-based, recognizing student multilingualism as a strength, we argue for a redefinition of what constitutes a multilingual learner. This new definition should encompass not only students considered MLLs but also those who do not qualify for MLL services but are still multilingual, and those who grew up speaking only English.
We believe that we must transition to a framework where all students are considered multilingual learners so that Rhode Island can truly be a multilingual state.
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The current educational instability, due to historic teacher shortages and the effects of the COVID-19 pandemic, is further exacerbated by school closures and reductions in language classes. Out of 367 displacement notices issued by the Providence district, 41% were for Bilingual/Dual Language (BDL), English to Speakers of Other Languages (ESOL), or World Language teaching positions. These displacements, occurring during an overall teacher shortage, lead to uncertainty for Providence students and the community. This trend has and will continue to negatively impact student outcomes and signals a departure from research-based program models for MLLs.
Gov. Dan McKee has already made a written commitment of $16.6 million to MLLs in Rhode Island, representing the most urgent and direct approach to serving our diverse multilingual learner community. Increased funding allocated to support MLLs often goes toward professional development initiatives, when it should prioritize teacher certification. Teacher certification fulfills professional development requirements, while professional development alone does not fulfill certification requirements.
Furthermore, while there has been some emphasis on ESOL certification, we know that this certification alone is insufficient to meet student needs. Students require bilingual, dual language and world language teachers to improve academic literacy in their home languages and establish a comprehensive multilingual pre-K to 12 system.
The Bilingual, Dual Language, and World Language Teachers Investment Act, sponsored by Rep. David Morales and Sen. Sandra Cano, will create a scholarship to prepare at least 90 teachers who commit to working in an urban core or urban ring school.
A budget prioritizing increased funding for MLLs must include specific investments in teacher preparation to ensure that students receive instruction from fully certified bilingual, dual language and world language educators. In their report "Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers," the Learning Policy Institute states, "research shows that teacher qualifications and experience matter for the opportunities students have to learn, their well-being, and their academic outcomes."
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Certified instructors possess the necessary skills and knowledge to effectively address the unique needs of multilingual learners, from English as a Second Language classes to heritage language classes, to learning an entirely new world language. By investing in teacher certification, schools can guarantee that multilingual learners receive high-quality education tailored to their linguistic and cultural backgrounds, ultimately promoting academic success and equitable access to opportunities. Additionally, certified teachers are better equipped to foster an inclusive and supportive learning environment.
Allocating resources for teacher certification within the budget is crucial for enhancing educational outcomes and promoting equity among MLL student populations. Join us in urging the General Assembly to pass the Bilingual, Dual Language and World Language Teachers Investment Act so that all Rhode Island students can become multilingual.
This article originally appeared on The Providence Journal: We must transition to where all students are considered multilingual learners so that Rhode Island can truly be a multilingual state.
