Bill Text: CA AB1012 | 2019-2020 | Regular Session | Introduced

NOTE: There are more recent revisions of this legislation. Read Latest Draft

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Bill Title: Bilingual education: bilingual and biliteracy program support and recognition.

Spectrum: Partisan Bill (Democrat 1-0)

Status: (Failed) 2020-02-03 - From committee: Filed with the Chief Clerk pursuant to Joint Rule 56. [AB1012 Detail]

Download: California-2019-AB1012-Introduced.html

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CALIFORNIA LEGISLATURE— 2019–2020 REGULAR SESSION

Assembly Bill

No. 1012

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Introduced by Assembly Member Reyes

February 21, 2019

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An act relating to pupil instruction.

LEGISLATIVE COUNSEL'S DIGEST

AB 1012, as introduced, Reyes. Bilingual education: English learners.

Existing law, enacted by voter approval of Proposition 58 at the November 8, 2016, statewide general election, requires school districts and county offices of education to solicit input on, and provide to pupils, effective and appropriate instructional methods, including establishing language acquisition programs, in order to ensure that all pupils, including English learners and native speakers of English, have access to the core academic content standards and become proficient in English.

This bill would express findings and declarations of the Legislature relating to the benefits of bilingual education programs and detailing efforts by the state to improve instruction for English learners.

Digest Key

Vote: MAJORITY   Appropriation: NO   Fiscal Committee: NO   Local Program: NO  

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Bill Text

The people of the State of California do enact as follows:

SECTION 1.

 The Legislature finds and declares all of the following:

(a) Research shows fluency in another language opens up opportunities for people to succeed economically. It introduces people to new cultures and new ways of looking at the world. The study of languages boosts pupils’ mental flexibility, enhancing their ability to learn all subjects. The study of languages helps to enrich communities economically, culturally, and socially. Graduating multilingual and biliterate pupils greatly benefits the state. California requires people with biliteracy skills and cross-cultural competencies to work in and fuel the economy, to strengthen our social cohesion, and to enrich the quality of life in our communities.

(b) California voters recognized the importance and benefits of learning one or more languages, in addition to English, when they overwhelmingly supported and voted for Proposition 58, the California Education for a Global Economy Initiative, at the November 8, 2016, statewide general election. The voters directive to the state is clear: promote, provide, and support biliteracy programs and opportunities for all pupils.

(c) Education policy makers at the state level acknowledge this directive from the people. The State Board of Education, the State Department of Education, and their partners have made progress in improving instruction for English learners by doing all of the following:

(1) Creating the English Language Arts/English Language Development Framework that ensures English learners are taught rich subject content while also becoming proficient in English.

(2) Approving the California English Learner Roadmap which guides improving instruction and educational programs to support English learners by strengthening comprehensive policies, programs, and practices for English learners.

(3) Providing English Language Development Standards founded on the California Common Core Standards/English Arts Standards and the “Estándares en Común” for English/Spanish language arts and literacy respectively.

(4) Providing support to migrant pupils through the Mini-Corps Program by expanding existing teacher exchange programs and joint teacher training efforts with Mexico.

(5) Recognizing high school pupils demonstrating proficiency in a language, in addition to English, with a State Seal of Biliteracy.