The Importance of Supporting English Learners in California
Schools across the United States, including California, are legally required to provide support for students who do not speak English fluently. This obligation is rooted in both federal and state laws, ensuring that these students can learn the language while also understanding the content of their classes. Despite this, recent changes in federal policy have raised concerns among educators and advocates.
After the Trump administration rescinded specific guidelines on how schools should teach English learners, many education leaders in California have emphasized that the legal requirements remain in place. A significant portion of students in California public schools start as English learners, meaning they lack fluency in speaking, reading, or writing English. This makes it crucial for schools to continue providing adequate instruction and support.
Some educators worry that the removal of federal guidance might lead some school leaders to reduce their efforts in supporting English learners. Martha Hernandez, executive director of Californians Together, expressed concern that districts might interpret the rescission as a signal to step back from their responsibilities. “That would be devastating for English learners,” she said.
The U.S. Supreme Court ruled over 50 years ago in Lau v. Nichols that students who do not speak English fluently have the right to understand classroom lessons. This decision was later reinforced by the Equal Educational Opportunities Act of 1974. In 2015, the Obama administration issued a detailed “Dear Colleague” letter outlining how schools should serve English learners, including examples of proper instruction and support systems. However, this guidance was recently rescinded, with the Department of Education stating it was not aligned with the current administration’s policies.
This move is part of a broader effort by the Trump administration to reduce support for multilingual students. It included cutting funding for programs aimed at teaching English learners and even issuing an executive order promoting English as the official language of the United States. These actions have sparked fears that resources and attention for non-English speakers may diminish further.
Despite the federal changes, California law continues to require schools to provide designated English Language Development (ELD) instruction and integrated ELD support within every class. The state also offers its own guidance, such as the English Language Arts/English Language Development Framework, and provides funding for English learners. Every district must include plans for using this money in their annual spending reports.
Liz Sanders, director of communications at the California Department of Education, emphasized that the state remains committed to supporting English learners. “California has been a leader,” said Hernandez. “In the absence of clarity at the federal level, California can and should model best practices for the rest of the country.”
However, some districts still struggle to meet the legal requirements. Without federal guidance, there is a risk that more schools may reduce their support for English learners. This could result in higher dropout rates, stalled reclassification, and long-term challenges for these students.
Los Angeles County Superintendent Debra Duardo criticized the rescission, saying it creates uncertainty and risks widening opportunity gaps. She stated that the county will continue to ensure equitable access to education for all students.
Many school districts in California used the previous federal guidance to clarify their obligations. Nicole Knight of the Oakland Unified School District noted that the document helped reinforce the need for ELD courses and professional development for teachers. Similarly, Norma Carvajal Camacho of Azusa Unified School District said the guidance helped train educators on effective methods for teaching English learners.
After the guidance was rescinded, Azusa Unified sent a memo reaffirming its commitment to providing daily language development instruction and ensuring access to all courses for English learners.
Parents of English learners also express concern about the potential impact of reduced support. Martha Rivera, a parent in Riverside, warned that without help in reading, writing, listening, and speaking, students may fall behind. Teodora Mendoza, a mother from San Jose, shared her own experience of how language support helped her daughter become fluent and succeed in college.
With federal guidance removed, many fear that some schools may stop offering essential services like translation for parents. “It truly worries me,” Mendoza said. “It helped me communicate with the teacher and ask how my daughter was doing.”
