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NYC school system seeks improvements to supports for multilingual students

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NYC school system seeks improvements to supports for multilingual students

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This article made me think more deeply about how vital language support is for emergent bilingual students and how much work still needs to be done. It shows that NYC recognizes multilingual students as a strength, not a problem, but many students still do not get equal access to strong bilingual or ENL programs. Reading this made me realize that language is tied to identity, confidence, and family connection, not just academics. When schools do not fully support students’ home languages, students can feel unseen or left behind. It also made me think about the need for trained bilingual teachers and better communication with families.

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Access, quality, and home language support for emergent bilingual children in NYC’s universal Pre-K programs

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Access, quality, and home language support for emergent bilingual children in NYC’s universal Pre-K programs

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This article made me think about how language is more than just words but also it’s part of a child’s identity. Collins explained that many emergent bilingual children in NYC’s Universal Pre-K programs don’t always get the chance to learn in their home language. That made me realize how important it is for schools to value every child’s language and culture. When students are encouraged to use their first language, they feel proud and connected to who they are.

The article also helped me see that quality education means giving children the chance to learn in both English and their home language. Using both helps them think, learn, and grow with confidence. It reminded me that as a future teacher, I want to create a classroom where all languages are welcomed and used for learning. Supporting emergent bilinguals is about helping every child feel seen, capable, and included especially in this growing diverse community.

My reaction to the article made me believe even more that language is a strength, not a problem. I felt upset that many emergent bilingual children in NYC’s Pre-K programs don’t get enough support in their home language. It made me realize how important it is for schools to value every child’s language and culture. I now strongly believe that students learn best when they can use both English and their home language, and as a future teacher, I want to make sure my classroom welcomes and celebrates all languages.

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Access, quality, and home language support for emergent bilingual children in NYC’s universal Pre-K programs

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Access, quality, and home language support for emergent bilingual children in NYC’s universal Pre-K programs

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Access, quality, and home language support for emergent bilingual children in NYC’s universal Pre-K programs - International Journal of Child Care and Education Policy

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Providing support for children’s home languages is a critical component of high-quality Early Childhood Education and Care (ECEC). We examine the types and availability of Pre-K programs for emergent bilingual children and their families under New York City’s (NYC) Universal Pre-K program. Currently, in the hyper-diverse linguistic landscape of NYC where the majority of children come from homes where a language other than English (LOTE) is spoken, bilingual Pre-Ks only represent 6% of all programs. This study describes Pre-K program types available in NYC that offer Dual Language (DL) or Enhanced Language Support (ELS) to the large populations of emergent bilinguals. We analyze the number of programs within each borough and compare these with census tract data on the percentage of children who speak a LOTE at home. Our findings show that the number of Pre-K bilingual programs offered is grossly inadequate and, in most cases, is not significantly correlated to the percentage of LOTE children in the corresponding Pre-K neighborhoods. Only within the borough of Manhattan are bilingual DL programs significantly associated with neighborhoods with high percentages of LOTE children. In the other boroughs of Brooklyn and Queens, the higher percentages of LOTE children are served by ELS. Lastly, we compare the ratings of quality across Pre-K programs in each of the NYC boroughs. We present data demonstrating the inequity of access to high-quality programs that meet the community needs and discuss policy implications and recommendations.

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Education’s Future for English Learners Must Start Now

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Education’s Future for English Learners Must Start Now

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This article made me think about language as a strength, not a problem. Emergent bilingual students are not just learning English, they already have another language that should be valued. When schools ignore a student’s home language, they take away an important part of that student’s identity and learning.

The article also helped me see that bilingual students need time and real support to succeed. Learning academic English doesn’t happen quickly. They need teachers who use their home language to help them learn and make them feel included. It showed me that “English only” isn’t always the best way, students learn better when their whole language background is respected.

My reaction to this article strengthened my belief that language is a powerful part of a student’s identity and that emergent bilinguals should be seen as resourceful, not behind. Reading about how schools often overlook students’ home languages made me even more convinced that bilingualism is an asset, not a problem. It helped me realize how important it is for teachers to support both English and students’ first languages in the classroom. This article confirmed my ideology that students learn best when their languages and cultures are valued, and it made me more committed to creating learning spaces where bilingual students feel supported, respected, and included.

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Education’s Future for English Learners Must Start Now

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Education’s Future for English Learners Must Start Now

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Education’s Future for English Learners Must Start Now

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As the needs of migrant students underscore gaps in bilingual and English as a new language education, TC experts offer research-based recommendations on what can be done to adequately support students.

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NYC school system seeks improvements to supports for multilingual students

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NYC school system seeks improvements to supports for multilingual students

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POLITICO Pro: NYC school system seeks improvements to supports for multilingual students

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An advisory council wants the school system to expand bilingual programs and recruit more teachers.

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The findings made me think about how language plays a big role in shaping students’ learning experiences. It showed me that when schools fail to provide proper bilingual programs or certified teachers, emergent bilinguals are left behind and may struggle to reach their full potential. It also made me realize that supporting multiple languages in schools isn’t just about translation; it’s about respect, inclusion, and giving every student the chance to succeed academically while maintaining their cultural identity.

My initial reaction to this article was disappointment that so many emergent bilingual students in New York City are not receiving the support they deserve. It made me realize how important proper language programs and trained teachers are for students learning English. This finding strengthened my belief that language should never be a barrier to success, and that schools must create fair opportunities for students from all linguistic backgrounds. It also reminded me that being bilingual is a strength, not a limitation, and the education system needs to value and nurture that instead of neglecting it.

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DOE Flunks in Comptroller Lander’s Audit of English Language Learning Services

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DOE Flunks in Comptroller Lander’s Audit of English Language Learning Services

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Office of the New York City Comptroller Brad Lander

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Audit finds DOE's failures denied legally mandated services to thousands of students disproportionately impacting Spanish, Russian, Bengali, and Arabic-speaking communities

New York, NY - In a new audit released at the start of the school year, New York City Comptroller Brad Lander reveals system-wide non-compliance and profound failures in the Department of Education's (DOE) English Language Learners (ELLs) services, which denied legally mandated services to thousands of students. These failures disproportionately impact Spanish, Chinese, Russian, Bengali, and Arabic-speaking communities, with Spanish-speaking students representing 67 percent of all ELLs.

"In the world's greatest city of immigrants, English Language Learner programs are the cornerstone of the City's work to deliver equal access for all students, no matter what language they speak or where they come from," said Comptroller Brad Lander. "Our audit finds that the DOE routinely denied this promise to thousands of young New Yorkers and their families-many who yearn to integrate into their schools, their communities, and the city. As families go back to school, City Hall has both a legal obligation to comply with state statutes and a moral obligation to provide an equal opportunity to learn."

New York State requires school districts, which includes DOE, that receive foundation aid to provide ELL students with equal access to all school programs and services offered to non-ELL students. State law and regulations define ELLs as students who speak or understand a language other than English, speak or understand little or no English, and require support to become proficient in English. New York State Education Department regulations, known as CR Part 154, govern a process that must identify ELLs, which must be performed when a student initially enrolls in or reenters a public school.

The audit found that DOE denied legally required courses or instructional minutes to 48 percent of sampled ELL students. A shocking 40 percent of sampled students were taught by teachers not fully qualified to teach ELLs. These systemic breakdowns left students without required courses, sufficient instructional time, and instruction from properly credentialed teachers. The City's ELL population's grew from 148,933 to 174,014 students over the last three years, marking a 16.8 percent increase.

The audit assessed the DOE's compliance with state laws designed to ensure equal educational access. The audit underscores that the agency's failures to provide fully qualified teachers, appropriate instruction, and legally required bilingual programs worsen longstanding inequities for students of color. DOE's failures disproportionately left behind Spanish-speaking students, who represent 67 percent of all ELLs, alongside large numbers of Chinese, Russian, Bengali, and Arabic-speaking students.

The comprehensive audit builds on the Office's work to sound the alarm on the City's failure to adequately resource schools with asylum seekers in 2022 and its deficient special education services in 2023.

Key Findings from the Audit:

Widespread Instruction Shortfalls: Schools did not provide 48% of sampled ELL students with the legally required courses or the minimum instructional minutes, crippling students' language development and academic progress.

Improper Denial of Bilingual Programs: The DOE filed 146 waiver requests to avoid creating mandated Bilingual Education Programs, exceeding the state's five-year waiver cap. This disproportionately denied access for:

Russian-speaking communities: 41 improper waivers impacted 3,200 students, largely in Brooklyn Districts 20, 21, and 22.

Bengali-speaking communities: 31 improper waivers impacted 2,456 students across Brooklyn, the Bronx, and Queens.

Arabic-speaking communities: 16 improper waivers impacted 1,168 students.

Uzbek communities: 14 improper waivers impacted 654 students.

Haitian-Creole communities: 14 improper waivers impacted 525 students.

Unqualified Instructors: 40% of sampled ELL students were taught by one or more teachers without the required certifications.

Parental Rights Ignored: The DOE failed to maintain critical records for 31% of sampled students, providing no evidence that DOE informed parents of their rights in their preferred language, eroding trust and access for all families.

The audit also identifies areas for improvement, including expanding bilingual programs, recruiting qualified teachers, and fixing broken communication with families.

Waiver Abuse: The DOE must correct its use of waivers and expand bilingual programs in high-demand districts like South Brooklyn and Queens.

Teacher Recruitment & Certification: The DOE has no effective system to ensure students are taught by qualified teachers and must urgently recruit and certify educators for high-need languages like Arabic, Bengali, and Russian.

To address the findings and rectify these failures, the audit proposes that the DOE:

1. Finalizes rules for implementing a tracking and monitoring system for Bilingual Education and English as a New Language (ENL) Programs to ensure schools adequately serve students.

2. Implements and further develop a system to monitor ENL units of study to ensure that students receive all required ENL minutes by a certified ENL teacher, in compliance with CR-Part 154.

3. Continues their efforts to recruit more qualified teachers for English Language Learners program classes and encourage current DOE personnel to obtain the required certifications to become ELL-certified educators.

4. Develops a centralized system for tracking teachers Continuing Teacher and Leader Education (CTLE) hours, to ensure that they receive the minimum 50% of required professional development hours, as outlined in CR Part 154. Additionally, DOE should designate a team to monitor CTLE compliance and provide periodic status reports.Continues to conduct regular audits and inspections during ML/ELL School Support Survey visits to ensure completion of all required ELL-critical documentation at the school-level, including retaining students' cumulative records and accurately entering in ATS.

5. Improves oversight of waiver requests, evaluate recruitment efforts, and expand bilingual programs in high-demand districts to reduce reliance on waivers and ensure ELL students receive appropriate language services.

6. Implements standardized procedures to ensure that all schools provide complete and accurate ELL program information to parents/guardians in Parent Survey and Program Agreement Forms.

7. Establishes a centralized process to collect, analyze, and act on data from the Parent Survey and Program Agreement Forms across all schools.

8. Develops and implements a centralized tracking system for waitlist and transfer requests in ATS and enhance oversight to ensure all bilingual program preferences are honored timely.

9. Implements a school-level monitoring system to ensure completed ELL identification processes in accordance with their Policy and Reference Guide and CR Part 154.

"The Comptroller's audit highlights challenges we also hear from the families we serve - many parents are unaware of their children's ELL status or what supports should be in place, and others worry that their children are not receiving adequate help to learn English. We encourage NYCPS to engage parents by holding mandated ELL parent meetings and to ensure every student is identified immediately upon enrollment and served by licensed ENL teachers," said Rita Rodriguez-Engberg, Immigrant Students' Rights Project Director at Advocates for Children of New York.

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DOE Flunks in Comptroller Lander's Audit of English Language Learning Services

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New York, NY - In a new audit released at the start of the school year, New York City Comptroller Brad Lander reveals system-wide non-compliance and profound failures in the Department of Education's (DOE) English Language Learners (ELLs) services, which denied legally mandated services to thousands of students. These failures disproportionately...

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Language plays a big role in helping emergent bilingual students feel included and supported in school. The article showed that even though more immigrant and multilingual students are entering New York City schools, many teachers don’t have enough training or resources to meet their needs. This made me realize that learning a new language takes time and support, and without the right help, students can feel left behind. It reminded me that schools should not only focus on teaching English but also value and build on students’ home languages as part of their learning and identity.

The lack of funding for monoligual students "English" is an issue, therefore there is a real struggle for educator to deal with

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Immigrant Students Pack NYC Schools, But Support for English Learning Falls Short

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Immigrant Students Pack NYC Schools, But Support for English Learning Falls Short

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Immigrant Students Pack NYC Schools, But Support for English Learning Falls Short

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At some schools, English Language Learning (ELL) caseloads have quadrupled in a year, leaving students without one-on-one support.

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NYC schools fail to provide thousands of English language learners with proper instruction

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NYC schools fail to provide thousands of English language learners with proper instruction

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The findings made me think about how important language support is for emergent bilingual students. When schools don’t provide proper bilingual instruction, students lose access to learning and may feel excluded. It showed me that language is not just about communication but also about identity and belonging. I realized that schools need to see students’ home languages as strengths and give them the resources they deserve so they can succeed and feel valued.

My reaction made me believe even more that language is important for learning and identity. I felt it was unfair that many emergent bilingual students don’t get the support they need. This showed me that schools should see bilingualism as a strength and make sure students’ home languages are supported and valued.

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NYC schools fail to provide Thousands of English language learners with proper instructions.

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NYC schools fail to provide Thousands of English language learners with proper instructions.

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Sign up for Chalkbeat New York's free daily newsletter to get essential news about NYC's public schools delivered to your inbox.
New York City's public schools routinely fail to provide required instruction for English language learners and ensure they are educated by teachers with the proper certification, according to an audit released Monday by Comptroller Brad Lander.

In 48% of the 301 student records reviewed by the comptroller's office, the Education Department did not enroll students in the proper courses or give them the required number of minutes of instruction in English as a new language or bilingual programs as required by state rules. Nearly 41% of the sampled students had one or more teachers who were not certified to teach those programs, according to the sample, which was drawn from the 2022-23 school year.

The city has long failed to properly serve students who are in the process of learning English, struggling to recruit enough bilingual teachers to meet the growing need and leaving some educators to rely on workarounds like Google translate to communicate with their students.

"English Language Learner programs are the cornerstone of the City's work to deliver equal access for all students, no matter what language they speak or where they come from," Lander said in a statement. "Our audit finds that the [Education Department] routinely denied this promise to thousands of young New Yorkers and their families."

Fueled by an influx of asylum seekers, the number of students who are in the process of learning English in the city's public school system has increased in recent years. Over 152,000 students were considered English learners last school year - nearly 17% of the student body. The number of English learners has jumped 12% over the last five years, even as enrollment in the city's public schools has declined overall.

City officials tweaked the city's funding formula under Mayor Eric Adams to give a greater boost to schools that serve high-need students, including English learners and students in temporary housing. (Most of the newly arrived asylum seekers do not live in permanent housing.)

Yet the audit, which includes data from the last three years, found that schools have continued to struggle to provide the support English learners should receive. Education Department officials have skirted requirements to create bilingual programs by increasingly seeking waivers from the state that allow for exemptions to create new classes for students who speak less common languages.

Of 150 waiver requests last school year, auditors found 146 were improper, violating the state limit on requesting them for more than five consecutive years and affecting about 9,500 students. More than half came from South Brooklyn Districts 20, 21, and 22 and included students who speak Russian, Bengali, Arabic, Uzbek, and Haitian Creole, among other languages.

Meanwhile, even as the number of English learners grew significantly, the Education Department added only nine new bilingual programs between the 2022-23 school year and last school year, bringing the total to 566.

The audit found several other issues, including that officials often did not document whether the Education Department informed families of their rights or offered them information that would allow them to select among different programs for English learners. It also noted that the city does not monitor whether educators who are certified to teach English learners complete ongoing training to maintain their certifications. Teachers self report that information to the state.

Many of the issues raised in the audit resonated with Jennifer Gorman, a Bronx high school teacher who is certified to teach English learners. She said schools often struggle to provide students all the support they need because of resource constraints, including shortages of bilingual special education teachers.

"Everyone's just doing the best we can with what we've got," Gorman said. "The whole system is not designed for their success."

She wishes the city would create more bilingual programs where students learn both in English and their home language as opposed to classes taught predominantly in English with wraparound support in their first language.

"When we don't use that home language as a resource, we're setting the kids back even further," she said.

The audit recommended 10 different reforms, including recruiting more educators to teach English learners, creating better oversight systems for monitoring whether students are receiving required minutes of instruction, and standardizing the process of schools informing families about different program options. The Education Department agreed with nine of the recommendations, rejecting one that urged the city to centrally track whether teachers are completing ongoing training requirements.
Alex Zimmerman is a reporter for Chalkbeat New York, covering NYC public schools. Contact Alex at azimmerman@chalkbeat.org.
"Well before the release of the auditor's report, we had already implemented strategic, systemwide initiatives to strengthen language instruction, compliance indicators, and ensure equity in access to higher quality education," Education Department spokesperson Onika Richards wrote in a statement.

"By expanding hiring for English as a New Language and Bilingual Education teachers and continuing growth of our bilingual education programs, we have taken action to meet the linguistic and academic needs of every student," she added.

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Audit: NYC schools shortchange English Language learners on instruction and teachers

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"The whole system is not designed for their success," said one Bronx teacher in response to a blistering audit of the city's lack of support for English language learners.

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The news about the Bilingual Teachers of Tomorrow Program made me think about how important language is for learning and for emergent bilingual students. It showed me that having teachers who speak more than one language helps students feel supported and respected. It also reminded me that when schools value students’ home languages, it makes learning easier and classrooms more welcoming.

My reaction to this event strengthened my belief that language is powerful and that emergent bilinguals need strong support in schools. It made me see how important it is to have teachers who value students’ home languages and cultures. I believe that when schools support bilingual teachers, they help students feel included and more likely to succeed. Think about New York is one of the most diverse state in America.

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Senator Kevin Parker Celebrates Senate Approval of Vital Legislation: The Bilingual Teachers of Tomorrow Program