ABOUT US

The team here at Bilingual Futures is excited to work on this research with the main goal of implementing a more immersive system for dual language education in Seattle Public Schools’ elementary schools. Currently, SPS operates their 5 programs on a 50/50 model, which splits the days half English, half Spanish. Although this model has been in practice, it lacks early immersion and preparation. It does not expose Spanish learners to the language enough to take away early-on, and does not accommodate well for Spanish speakers. On top of this, it is noted that SPS struggles to maintain consistent Spanish curriculum every year, mixing lectures by language and tossing educators into a blender of inconsistency when it comes to planning. With our help and future partnerships with curriculum developers we hope to implement either a 90/10 immersion model, starting them at 90% Spanish lectures and 10% English lectures. As students advance through school, they will see the model shift for maximum language balance after introduction. 2nd grade goes into 80/20, 3rd into 70/30, 4th into 60/40, and 5th into 50/50. This directly prepares students to enter Middle School with a well rounded and balanced advanced knowledge of both languages, and they will be able to interpret every subject in both languages with a deeper cultural wealth.​

​

The more evident issue within SPS’s Bilingual Education program is the lack of availability. SPS only has 5 out of 64 elementary schools offering bilingual classrooms. According to SPS' former Multilingual Program Manager Thad Williams,  the lack of an established, consistent, and effective dual-language model has been the sole reason for rejecting expansion opportunities across the district in the past, directly hindering the opportunities students deserve.The current “international” elementary schools that carry these programs are spread across SPS’s operating boundaries, which seems decent, but when the conversation relates to the future of student learning, it is nowhere near enough. There is no guarantee of enough slots for every student that applies, regardless of language background status. Expanding the program to more schools with an established, effective model will maximize opportunities for students, creating more slots in different neighborhoods and promoting itself to families as a beneficiary. Expansion also opens up job opportunities for current educators who are bilingual, enabling them to lead the change and make a difference, along with job security.

​

As we have found our support from UW staff, we are working to collect important statistics and information that will shape our decisions and approaches as an organization. We collect statistics from districts and schools operating on the immersive models we hope to see at SPS, showcasing student growth, community strength, and the well-rounded education experience. To see updates in our research, see the 'News' tab.

​

​