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Recent federal changes have shifted toward English-first policies, devaluing multilingualism not only in communities but in schools. This narrowing perspective is increasingly influencing the education system and negatively affecting the more than 5 million English learners in classrooms by dismissing the true strength of speaking more than one language.

For decades, ELs have been defined by what they lack, with schools focusing on their challenges. English-first policies reinforce the notion that ELs are problems to fix rather than students with valuable assets.

And yet, decades of research show that multilingualism is not a barrier, but a benefit. Students who speak more than one language develop stronger cognitive flexibility, better problem-solving skills and higher levels of academic achievement. Bilingual students also have higher earning potential in the workforce and bring critical global skills our country needs. 

Two decades of research across the U.S. also proves that two-way, dual-language programs can not only narrow the academic gap, but in some instances fully close it. Longitudinal studies show that multilingual learners often outperform their English-only peers in math, literacy, and graduation rates once reclassified.

If multilingualism builds stronger students and communities, then schools must treat it as the asset it is. That means adopting curricula that support both language development and content learning, instead of watered down instruction. 

Rhode Island proves what can happen when schools invest in their EL community. Between 2010 and 2020, the state experienced the largest percentage growth in its EL population, which now makes up 13.5% of its K–12 student population. Instead of lowering expectations, state leaders changed how they approached curriculum and support by considering the needs of their EL population.

As a result, students who achieved English proficiency now meet or even outperform peers who are native English speakers on statewide exams. According to the Rhode Island Comprehensive Assessment System, in 2018 and 2019 ELs who had achieved higher English proficiency scores also earned higher ELA and math scores than their English-only peers. When provided with quality and opportunity, ELs don’t just catch up, they surpass expectations. 

California has seen similar outcomes, and with its upcoming opportunity to adopt new materials, the state could see even greater results. In California, approximately 1.1 million students are ELs and an another 910,000 have achieved English proficiency. That is one in three students who are either learning English or have successfully done so.

Longitudinal studies of students in California reveal that by eighth grade,  ELs who have mastered English outperformed their non-EL learning peers in math, attendance and other measures.

For the first time since 2014, California is adopting a new math curriculum and conducting a follow-up literacy materials adoption in the coming year. Leaders have the rare opportunity to demand materials that serve ELs from the outset, allowing these students to engage in complex texts and tasks. Instructional materials should support that and not treat them like an afterthought.

The English learner status is intended to be temporary. With high-quality materials providing intentional language support, students can grow. Unfortunately, historical data shows that students who don’t reach English proficiency by eighth grade face negative consequences, such as being misidentified for special education. They have lower academic achievement and attendance numbers and have a greater risk of falling behind and off track completely for graduation. 

Contrary to perception, student outcomes improve when strong curricula are used consistently and effectively. Materials do not need to be “dumbed down” for English learners. Research and classroom experience shows that when materials are designed for them, they benefit all students in the classroom.

These students aren’t less capable, but the education system has failed them. This is why it is essential to provide schools with quality educational materials that support both language and content and value the assets and strengths of multilingualism. 

We cannot allow the push for English-only policies to overshadow the years of data and research around the power and potential of speaking more than one language. To do so is to deny opportunity to millions of students and to weaken our collective future. Multilingualism is one of America’s greatest strengths. Our schools and curricula should reflect that truth.