BILL ANALYSIS �
AB 2303
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Date of Hearing: April 30, 2014
ASSEMBLY COMMITTEE ON EDUCATION
Joan Buchanan, Chair
AB 2303 (Bloom) - As Amended: April 23, 2014
SUMMARY : Establishes the State Recognition Program of Multiple
Pathways to Biliteracy to be administered by the California
Department of Education (CDE) to recognize those school
districts and county offices of education that provide multiple
programs through which pupils move through a language learning
curriculum that is well articulated and comprehensive with the
purpose of achieving biliteracy. Specifically, this bill :
1) Makes findings and declarations related to the
significance and success of the State Seal of Biliteracy
Program; the benefits of biliteracy and multilingual
proficiency; the need for a workforce with biliteracy
skills and cross-cultural competencies; and the need to
establish comprehensive, articulated, and powerful pathways
for students to achieve biliteracy.
2) Identifies the recognition of school districts and
county offices of education that establish pathways to
biliteracy as a powerful first step in establishing a
comprehensive pathway for biliteracy.
3) Expresses the intent of the Legislature to establish a
program of state recognition and awards to school districts
and county offices of education that provide multiple
programs through which pupils move through a language
learning curriculum that is well articulated and
comprehensive with the purpose of achieving biliteracy.
4) Expresses the intent of the Legislature to identify
multiple pathways to biliteracy that a school district and
a county office of education may utilize in developing its
comprehensive biliteracy program.
5) Defines "biliteracy" as the ability to express oneself
with clarity and cogency, to read and write cogently, and
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to compute and think critically in two or more languages,
including the ability to function in and across language
communities. The definition specifies that for English
learners, this includes the development of academic
proficiency in the pupil's primary language as well as in
English.
6) Requires the CDE to use state and federal funds to
implement this measure.
7) Establishes the State Recognition Program of Multiple
Pathways to Biliteracy and requires the CDE, beginning
November, 2016, to recognize and award the governing board
of a school district under this program if the school
district meets any of the specified criteria.
8) Establishes the criteria a school district or county
office of education must meet for recognition under this
program as follows:
a) Establishes and maintains, for pupils in grades 9 -
12, for at least two years, a well -articulated State
Seal of Biliteracy program and maintains multiple
pathways to biliteracy, as described, or establishes and
maintains for pupils in prekindergarten, kindergarten,
and grades 1 - 8, a system of benchmarking progress and
recognition of pupil participation in and progress along
a continuum toward high-level proficiency in two or more
languages;
b) Maintains a well-articulated plan for pupils in
prekindergarten, kindergarten, and grades 1 - 12,
inclusive, that describes the language programs that
comprise a coherent set of language development
opportunities;
c) Specifies that a school district's plan consider all
of the following:
integrating of English learner services with
world language programs;
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allotting time to language study, sequencing,
and articulation;
including multiple entry points into language
learning;
providing equitable access to language
learning;
including a developmental window, specified as
ages 4 - 8, where native-like proficiency is developed
in multiple languages; and
considering the need to balance the desire to
offer multiple languages with the realities of
accommodating numerous course offerings.
a) Supports quality implementation including high
quality teachers through a retention, recruitment, and
professional development system, collaboration and
planning time for teachers, and professional development
opportunities.
b) Creates a districtwide, community wide, and
school-wide culture that celebrates language and cultural
diversity in the pursuit of biliteracy as a needed 21st
century skill.
1) Specifies that a school district or county office of
education may implement any comprehensive program for the
study of world languages and identifies a number of program
models a school district may wish to consider, including
FLEX (Foreign Language Experience, Exposure, Enrichment, or
Exploratory), Foreign Language in Elementary Schools
(FLES), Transitional Bilingual, Developmental Bilingual,
Immersion, Two-Way Immersion, Native Speakers Courses,
Heritage Language, World Language Classes, or the Study
Abroad International Student Exchange Program.
EXISTING LAW : Establishes the State Seal of Biliteracy to
recognize high school graduates who have attained a high level
of proficiency in speaking, reading, and writing in one or more
languages in addition to English.
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FISCAL EFFECT : Unknown
COMMENTS :
When the State Seal of Biliteracy was established in 2011, the
goal was to encourage pupils to acquire other languages which
would, in turn, provide pupils a competitive edge to contribute
and participate in expanding global markets, communications, and
security needs. In its first year, more than 10,000 graduating
high school students across California earned recognition for
achieving proficiency in multiple languages; this represents 195
school districts and charter schools in 41 counties.
According to a California State Board of Equalization report,
teaching the benefits of multiculturalism and providing students
with world languages and cultural competencies will allow them
to participate in their communities and to live harmoniously
with their neighbors. A wide range of languages are spoken in
California, indicating the diverse population of students across
the state. This bill encourages school districts to offer a
program that allows and inspires pupils to obtain the State Seal
of Biliteracy. In so doing, school districts will be
encouraging their pupils to learn and acquire other languages
with the hope of creating school environments that welcome,
accept, and value the cultural and linguistic diversity of
California's pupils. In order to avoid burdening the CDE with
obligations in the absence of adequate funding to cover the cost
of administering this program, staff recommends an amendment
that requires the CDE to administer this program only if funds
are available to the CDE for this purpose.
Previous Legislation
AB 815 (Brownley), Chapter 618, Statutes of 2011, establishes
the State Seal of Biliteracy to recognize high school graduates
who have attained a high level of proficiency in speaking,
reading, and writing in one or more languages in addition to
English.
REGISTERED SUPPORT / OPPOSITION :
Support
California Association for Bilingual Education (Previous
version)
California Language Teachers Association (Previous version)
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California Teachers Association (Previous version)
Californians Together (Previous version)
Hindu American Foundation
Public Advocates
Riverside County Superintendent of Schools
Numerous Individuals (Previous version)
Opposition
None on file
Analysis Prepared by : Jill Rice / ED. / (916) 319-2087