In Superintendent Reykdal’s vision for K-12 education, all students will have the opportunity to become proficient in two languages through dual language education by 2030. These programs begin in Kindergarten and extend at least through 8th grade and preferably through12th grade to fully develop biliteracy proficiency. In alignment with the 2017Early Learning and K-12 Dual Language law(RCW 28A.630.095), Superintendent Reykdal’s vision focuses on closing opportunity gaps and prioritizes English learners and Native American students for dual language programs.
It is not known how this policy is currently implemented at the district level, nor how individual districts are training a new bilingual teacher workforce to meet the unique needs of dual language education.
This paper identifies the unique and shared conditions of Washington state school districts that support hiring to adequately staff dual language basic education programs. How do state level policies influence implementation at the district level? How does state-level policy influence hiring strategies at the district level, and in turn trends in the teacher workforce?
What strategies are school districts using to build a bilingual teacher workforce in support of effective dual language education?
