Supporting Young Language Learners' Access to Bilingual Education Act of 2023 or the SYLLABLE Act of 2023
This bill authorizes the Department of Education to award up to five grants to partnerships of local educational agencies, early childhood education programs, and technical assistance entities for the implementation of dual language immersion programs to serve low-income children, including English learners and minority children, in high-need schools from preschool through 5th grade.
[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[H.R. 3607 Introduced in House (IH)]
<DOC>
118th CONGRESS
1st Session
H. R. 3607
To establish high-quality dual language immersion programs in low-
income communities, and for other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
May 23, 2023
Mr. Grijalva (for himself, Mr. Espaillat, Ms. Crockett, and Mr. Bowman)
introduced the following bill; which was referred to the Committee on
Education and the Workforce
_______________________________________________________________________
A BILL
To establish high-quality dual language immersion programs in low-
income communities, and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Supporting Young Language Learners'
Access to Bilingual Education Act of 2023'' or the ``SYLLABLE Act of
2023''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) The demand for bilingual employees in the United States
continues to outpace our supply.
(2) Dual language immersion engenders an inclusive learning
environment for all students.
(3) Studies have demonstrated that all students in
multilanguage immersion programs have higher academic
achievement as measured by statewide examination, regardless of
socioeconomic status.
(4) Dual language immersion has proven to be one of the
most effective and longest lasting intervention methods for
English learners.
(5) The Rand Corporation found that long-term participation
in dual language immersion programs is correlated with closing
or substantial reduction of achievement gaps for historically
underserved students.
(6) Few children from low-income families, particularly
African-American children, have had access to a well-developed
and well-implemented dual language program.
(7) Children in dual language programs experience
substantial gains in language, literacy, and mathematics.
SEC. 3. DUAL LANGUAGE FLAGSHIP GRANTS.
(a) Purposes.--The purposes of this section are as follows:
(1) To provide incentives for local educational agencies to
develop innovative strategies for planning and implementing
dual language immersion programs serving children from low-
income families, including English learners and minority
children.
(2) To improve the school readiness of children from low-
income families, including English learners and minority
children, and to ensure they enter school ready to succeed.
(3) To provide consistent support for learning through
high-quality dual language programs from preschool through the
fifth grade.
(4) To authorize the Secretary to carry out projects to
enhance the multiliteracy and bilingualism skills for children
from low-income families, including English learners and
minority children, through the use and longitudinal evaluation
of dual language programs beginning in preschool through the
fifth grade.
(b) Program Authorized.--From funds made available under subsection
(i), and after reserving funds under subsection (c), the Secretary is
authorized to award not more than five grants to fund programs proposed
by eligible entities to demonstrate effective strategies in ensuring
the academic success of students from low-income families, including
English learners and minority students, through the implementation and
evaluation of high-quality multilanguage programs that--
(1) serve children in high-need schools, including English
learners and minority children, from preschool through fifth
grade;
(2) establish an infrastructure that supports programs
through a rigorous assessment system, dedicated staff time,
professional development in assessment, a data collection plan,
and the collection of multiple measures of academic progress,
bilingualism, and multiliteracy;
(3) implement and align a curriculum that promotes the
development of bilingual and multiliterate competencies for all
students through at least grade five;
(4) utilize and align student-centered instructional
methods that enhance the development of bilingualism,
multiliteracy, and academic achievement;
(5) align professional development and training for early
childhood education instructors and elementary school teachers
and staff, with an emphasis on dual language instruction,
second language acquisition, and content knowledge;
(6) recruit, train, and continuously develop staff to
implement high-quality, dual language immersion programs; and
(7) establish a responsive infrastructure for positive,
active, and ongoing relationships with students' families and
the community that responds to and is reflective of the needs
of the community and goals of the program.
(c) Reservation.--The Secretary shall reserve not more than 5
percent of the amount appropriated under subsection (i) to carry out
this Act, including the technical assistance and evaluation described
in subsection (g) and dissemination of best practices described in
subsection (h).
(d) Duration.--Each grant under this section shall be awarded for a
period of not more than five years.
(e) Applications for Grants.--
(1) In general.--Each eligible entity desiring a grant
under this section shall submit an application to the Secretary
at such time and in such manner as the Secretary may require.
(2) Required documentation.--Each application submitted by
an eligible entity under this section for proposed programs
shall include documentation that--
(A) the eligible entity has partnered with a
technical assistance entity that has proven expertise
in the implementation of high-quality dual language
programs to provide on-going technical assistance and
assist with the evaluation of the program;
(B) the eligible entity has the qualified personnel
to develop, administer, evaluate, and implement the
program; and
(C) the eligible entity serves children from low-
income families, including English learners and
minority children.
(3) Other application contents.--Each application submitted
by an entity under this section for a proposed program shall
include--
(A) data showing that the program serves children
from low-income families, including English learners
and minority children;
(B) a description of how the program will align the
language of assessment with the language of
instruction;
(C) a description of how the program will be
evaluated to assess the goals of the program;
(D) a description, if applicable, of how the
evaluation will be used to inform broader efforts to
improve instruction for English learners, including for
preschool-aged children;
(E) a description of activities that will be
pursued by the program including a description of--
(i) how the activities will further the
school readiness and academic progress of
children served by this program and support
dual language development through grade five;
(ii) methods of designing culturally
responsive and linguistically appropriate dual
language curriculum; and
(iii) methods of teacher professional
development and parent outreach that will be
used or developed through the programs;
(F) an assurance that the program will annually
provide such information as may be required by the
Secretary; and
(G) any other information that the Secretary may
require.
(f) Selection of Grantees.--The Secretary through a peer review
process shall select eligible entities to receive grants under this
section based on--
(1) the articulation of preschool through fifth grade
instructional practices, curriculum, and assessments
strategies;
(2) the extent to which relevant and directly impacted
school leaders have been involved with the proposed programs
and indicated a commitment to carrying out high-quality dual
language immersion programs; and
(3) the quality of the programs proposed in the
applications submitted under subsection (e).
(g) Technical Assistance and Evaluation.--From the amount
appropriated under subsection (i) for a fiscal year, the Secretary
shall reserve $250,000 to contract with an eligible entity with a
proven track record in dual language immersion programs for the purpose
of--
(1) providing technical assistance to local educational
agencies receiving grants under this Act in order to strengthen
programs conducted by grantees pursuant to this Act; and
(2) conducting an evaluation of programs funded under this
Act, which shall--
(A) be used by the Secretary to determine the
effectiveness of programs funded through this Act and
improve services to participating children; and
(B) include--
(i) a comprehensive evaluation of the
impact of the programs on students, including
an assessment of literacy skills and language
development in both English and the primary
home language;
(ii) a comprehensive evaluation of the
effectiveness of instructional practices used
in the programs; and
(iii) a comprehensive evaluation of
professional development strategies.
(h) Dissemination of Best Practices.--The Secretary shall
disseminate information on model programs, materials, and other
information developed under this section that the Secretary determines
to be appropriate for use by early childhood education providers to
improve the school readiness of English learners.
(i) Authorization of Appropriations.--For the purposes of carrying
out this section, there are authorized to be appropriated $15,000,000
for fiscal year 2024 and such sums as may be necessary for each of the
4 succeeding fiscal years.
(j) Definitions.--In this section:
(1) Dual language immersion program.--The term ``dual
language immersion program'' means an instructional strategy in
which students--
(A) are taught literacy and content in English and
a partner language;
(B) use the partner language for at least half of
the instructional day; and
(C) foster bilingualism, multiliteracy, enhanced
awareness of linguistic and cultural diversity, and
high levels of academic achievement through instruction
in English and a partner language.
(2) Early childhood education program.--The term ``early
childhood education program'' includes a State-funded preschool
program and a Head Start program.
(3) Eligible entity.--The term ``eligible entity'' means a
partnership between--
(A) at least one local educational agency;
(B) at least one early childhood education program;
and
(C) at least one technical assistance entity.
(4) English learner.--The term ``English learner'' has the
meaning given the term in section 8101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).
(5) High-need school.--The term ``high-need school'' has
the meaning given the term in section 2221(b)(3)(A) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
6641(b)(3)(A)).
(6) Low-income family.--The term ``low-income family'' has
the meaning given the term in section 2221(b)(3)(B) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
6641(b)(3)(B)).
(7) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(8) State-funded preschool program.--The term ``State-
funded preschool program'' means a program that--
(A) serves children who are ages 3 through 5;
(B) has a primary focus of supporting early
childhood education, including supporting children's
cognitive, social, emotional, and physical development
and approaches to learning;
(C) helps prepare children for a successful
transition to kindergarten;
(D) is either a public school- or community-based
program; and
(E) is funded either in whole or in part by a State
through a State agency with authority to promulgate
regulations and monitor participating programs.
<all>
Introduced in House
Introduced in House
Referred to the House Committee on Education and the Workforce.
Llama 3.2 · runs locally in your browser
Ask anything about this bill. The AI reads the full text to answer.
Enter to send · Shift+Enter for new line