Opinion: The Strength of Multilingualism and Its Absence in Curriculum Design

Recent federal policy shifts have emphasized English-first approaches, undermining the value of multilingualism both in schools and communities. This narrowing focus is shaping the education system and negatively impacting over 5 million English learners (ELs) by ignoring the advantages of speaking multiple languages.

For decades, English learners have been defined by what they lack, with schools concentrating on their challenges. Policies prioritizing English reinforce the perception that ELs are issues to fix rather than students with unique skills and perspectives.

Research consistently demonstrates that multilingualism is an asset, not a hindrance. Students fluent in multiple languages show greater cognitive flexibility, improved problem-solving abilities, and higher academic achievement. Bilingual students also enjoy increased earning potential in the workforce and bring essential global skills that benefit society.

Studies across the United States reveal that dual-language programs can significantly reduce, and sometimes even eliminate, the academic achievement gap. Longitudinal research indicates that multilingual learners often surpass their English-only peers in math, literacy, and graduation rates once they reach English proficiency.

If multilingualism strengthens students and communities, schools must treat it as a valuable asset. This involves implementing curricula that promote both language growth and content mastery, rather than simplified instruction.

Rhode Island demonstrates the impact of investing in EL programs. From 2010 to 2020, the state saw the largest proportional growth in its EL population, which now constitutes 13.5% of K12 students. Rather than lowering expectations, leaders redesigned curriculum and support systems to meet the needs of ELs. Consequently, students achieving English proficiency now match or outperform native English speakers on statewide exams. According to the Rhode Island Comprehensive Assessment System, ELs with high English proficiency in 2018 and 2019 also achieved superior scores in ELA and math.

California has experienced similar outcomes. The state has approximately 1.1 million ELs and another 910,000 students who have reached English proficiency, representing one in three students. Long-term studies show that by eighth grade, ELs who have mastered English outperform non-EL peers in math, attendance, and other measures.

For the first time since 2014, California is adopting a new math curriculum and following up with a literacy materials update. This provides a unique chance to ensure that resources are designed for ELs, allowing them to engage fully with complex tasks rather than being treated as an afterthought.

English learner status is intended to be temporary. With high-quality materials and targeted language support, students can thrive. Historical data shows that students who fail to reach English proficiency by eighth grade face disadvantages, including misidentification for special education, lower academic achievement, and increased risk of falling behind or not graduating.

Contrary to outdated perceptions, student outcomes improve when curricula are intentionally designed for ELs. Materials need not be simplified; research shows that effective EL-focused resources benefit all learners. These students are not less capablethe education system has failed them.

Providing schools with curricula that respect both language development and content mastery is essential. Ignoring multilingualism in favor of English-only policies disregards decades of research and denies opportunity to millions of students, weakening the nations future. Multilingualism is a core strength of the United States, and our education system should embrace it fully.

Author: Sophia Brooks