Seattle educators are pushing for greater access to Dual Language Education programs for heritage Spanish speakers in Seattle Public Schools.
Although Latinx students make up around 13% of the student body in Seattle Public Schools, the majority of those enrolled in Dual Language Education programs come from privileged, predominantly white families.
While these programs are open to all students, advocates argue they primarily benefit heritage Spanish speakers—those who speak Spanish at home.
The Seattle Dual Language Education program launched in 2000 under the leadership of then-Superintendent, General John Stanford.
Today, the program has expanded across the district, with students enrolled in Spanish Dual Language Education at five elementary schools, three middle schools, and two high schools within Seattle Public Schools.
These 10 schools represent approximately 9.6% of the district’s 104 schools, which collectively serve 49,240 students as of September, 2024.
At the five International Elementary Schools, all students begin their dual language journey in kindergarten.
Each day, they spend half of their school day immersed in one of the program’s target languages—Spanish, Japanese, or Mandarin—and the other half in English.
The programs continue into middle school, where students participate in 1 to 2 immersion language class periods per day.
In high school, students can either continue taking 1 to 2 immersion language classes or take advanced Spanish classes, depending on the school.
Graduating students who meet all the requirements can qualify for the Seal of Biliteracy on their transcript indicating their language proficiency.
Studies have shown that educational outcomes for students involved in dual language programs are higher than students not involved, especially for students who speak a different language at home.
Liz Barry, a Dual Language Spanish teacher at Denny International Middle School and co-secretary of the Seattle Council PTSA, said she hopes to see the programs expanded.
Though her role requires more work than a typical teaching position, it is deeply rewarding, she said.
“I have students who I’ll see in other classes, and they’re super quiet… But in my class, they’re loud,” Barry said. “I think it’s the environment that they’re in. They feel very supported, honored, and affirmed.”
Barry explained that children who do not learn to read or write in their heritage language stay at the literacy level of about an 8-year-old. These programs encourage heritage Spanish students to see their bilingualism as an asset.
“Multilingual learners are sometimes seen as having a deficit, like they have limited English, but… dual language programs are a way to really show students that the skills that they bring in from home are an asset to both their community and to themselves,” Barry said.
Angelica Aamezcua, Director of the University of Washington Heritage Language Program and Assistant Professor in Spanish and Portuguese, teaches her students to “reclaim the value of their Spanish.”
“Many times we think bilingual education is beneficial only for economic purposes, but no, it’s beneficial for cognitive purposes, for emotional purposes, for identity purposes.” Aamezcua said.
Having grown up in California and Mexico City, Aamezcua identifies as a Chicana.
She teaches her Spanish Heritage students about language politics, including language discrimination and how to advocate for Spanish maintenance, referring to continuing Spanish fluency in their families for generations to come.
Amezcua also researches and trains her university students how to teach heritage Spanish in dual language programs.
Manuela Slye, Chair of the Seattle Public Schools Student Safety Committee and former President of the Seattle Council Parent Teacher Student Association (PTSA), is also a strong advocate for increasing access to dual language programs for heritage Spanish speakers.
She personally saw the benefits of bilingualism, having sent all four of her children through the program – each of whom is now bilingual. Slye is also the founder of Cometa Playschool, the first bilingual preschool in West Seattle.
“tThe idea of people like me and other advocates is to ensure that dual language is available to those students that would benefit the most, which are, immigrant refugees, students whose home language is Spanish,” Slye said. “The dual language can be used as an opportunity, closing gap strategy.”
Slye was part of a task force a few years ago that advocated for setting aside spots in dual language classrooms specifically for heritage Spanish speaking students.
Currently, John Stanford International School reserves 20% of spots for students from Spanish-speaking households. The goal is 50%.
“If you look at research on dual language education, you’ll see that kids who are English speaking also benefit from having kids who are heritage Spanish speakers because they learn from each other,” said Renee Shank, Multilingual and World Language Programs Lead at the University of Washington.
“So the ideal dual language classroom would actually be 50% native English and 50% home language speaking of Spanish,” Shank said.
However, these efforts to expand programs face challenges.
It is very difficult for families to secure waivers allowing them to send their children to a school outside of their neighborhood. Even when waivers are granted, there are added complications including transportation.
Shank said there are many schools in the district who, despite not having Dual Language Education programs, have introduced specific heritage Spanish classes acting as affinity spaces for heritage Spanish-speaking students to reclaim their language.
These classes are primarily for high school or middle school students who speak Spanish at home and have not had a Dual Language Education.
Many have experienced discrimination for their language either because they immigrated to the U.S., or have a strong accent, etc.
Another issue facing the program is a discrepancy in fundraising for the dual immersion programs within different neighborhoods in Seattle.
At John Stanford, the PTA raises funds to support instructional assistants and classroom interns, enhancing the dual language experience.
However, schools, such as Concord International Elementary in South Park face financial constraints for these additional positions.
There is a widespread lack of teachers for dual language classrooms.
Shank heads the program at the University of Washington of training teachers, and said she believes the recruitment for these roles should start prior to college in heritage language classrooms.
Despite ongoing legislative efforts to expand and fund dual language programs in Washington State, Slye warns that “A bill without funding is worthless.”
“We’re still considering bilingual education as a privilege, not as a right,” Aamezcua said.
The communities who have grown up multilingual are too often the ones who don’t have access to this kind of education, she said.
“I think everything needs to be restructured,” Aamezcua said.
House Bill 1228 was signed into law in March, 2024. It proposes providing funding for all school districts in Washington State to introduce dual language education.
Educators say they are hopeful the bill’s promises will come into effect in the near future.