Episode 42 — North Carolina: A Dual-Language Success Story
In 2005, North Carolina had seven dual-language schools; in 2018, there were 140. A 2018 graduating class at one of these dual-language high schools had two valedictorians — one a native Spanish speaker and the other a native English speaker, both now fluent in the other’s native tongue.
How did North Carolina do it? Can their success be replicated? And are the number of dual-language schools outpacing the number of bilingual teachers needed for them?
In Episode 42 of the America the Bilingual podcast, host Steve Leveen talks to some of the state’s high-ranking educators on how it’s not just basketball and a famous Research Triangle anymore where North Carolina is a powerhouse. It’s also dual-language education.
Putting the power where it’s most effective
“In North Carolina, we’re very focused on making sure we empower all of our language communities, all of our heritage communities, and all the ways in which language can be learned and acquired.”
That’s one of the many insights that the group of women now affectionately known in America the Bilingual as the Powerhouse Panel shared with Steve this past summer. They included Ivanna Anderson, ESL Consultant; Helga Fasciano, Special Assistant for Global Education; Ann Marie Gunter, World Languages Consultant; and Tricia Willoughby, State Board Member at Large, member of the SBE Global Education Task Force and co-chair of the SBE Special Committee on Global Education
The Powerhouse Panel described three important steps that the visionary leadership behind dual-language schools took:
- Decentralized decision-making. The state allowed all 115 school districts to decide for themselves which languages they would offer. It’s how Cherokee came to be offered, as reported in Episode 30.
- Early education. They started their dual-language programs in the elementary schools, where students most easily acquire languages.
- Inclusive interpretation of biliteracy. They broadly embraced the Seal of Biliteracy program, reported on in Episode 15. The level of inclusiveness they demonstrated here is one of the hallmarks of their state’s success. Naturally, students were eligible for the seal if they had done well in their dual-language school. But they were also eligible if they had studied abroad, or — most significantly for children of newly-immigrated families — if they were fluent in the family’s heritage language that they spoke at home.
Dual languages, multiple benefits
North Carolina has been able to track the ways that dual-language programs help students beyond the obvious bilingual benefit.
“We know that higher academic achievement, and higher scores on standardized tests and reading and math result from students being in a second language program, whatever that program is,” said a member of the Powerhouse Panel. “Creativity, divergent thinking, problem-solving skills: all of those things increase and become better if you have studied a second language.”
In case you think it can’t get much better than that in terms of benefits — well, actually, it can. Dual-language education can also produce empathetic individuals who will be better at understanding the larger world they’ll live in. The Powerhouse Panel again:
“This isn’t just about world languages. This is about immersion into cultures and understanding of people in deep and significant ways.”
Needed: mas teachers
Can North Carolina’s success be replicated in other states? One challenge may be the same issue that some in North Carolina see looming on the horizon: the need for more teachers who can teach in dual-language schools.
Find out what two of the state’s language educators, Ken Stewart and Mary Lynn Redmond, are doing to remedy this in the full episode notes, which you’ll find here.
Hear the story
Listen on iTunes by clicking here: America the Bilingual by Steve Leveen on iTunes. Or on SoundCloud here. Steve comments on Twitter as well.
