“Why have we normalized that we are primarily a monolingual country – even though our nation has only become more multicultural, more interdependent with the rest of the world? Why is it that in 2023, in many school systems in our country, we treat our English learners as students with deficits – rather than assets in a globally competitive world?” These were the questions U.S. Secretary of Education Dr. Miguel Cardona asked at the National Association for Bilingual Education (NABE) 52nd Annual International Bilingual and Bicultural Education Conference. While it is impossible to formulate a simple answer to these questions, it is clearer now in 2023 than any other time in the twenty-first century that school reform has become an overwhelmingly polarizing issue with little bipartisan agreement over policies, resource allocation, or school reform. In an increasingly competitive marketplace of education reform ideas, internationalized K-12 education finds itself moderately supported but ultimately neglected due to “more pressing” issues within the education landscape, such as COVID-related learning loss and addressing political polarization. One could argue that doubling down on Mandarin classes for middle schoolers who are grade levels below their expected math proficiency should be somewhere at the bottom of our most vital education reform ideas, but this could not be further from the truth. As demand for school reform grows and new education policies are rapidly proposed and implemented, expanding access to internationalized K-12 education must be prioritized by the federal government, state governments, and schools.
From learning loss recovery policies to school voucher programs, recent U.S. education policies aimed at fixing what has been broken have been prioritized over revitalization efforts. Policymakers look at “failing” inner-city schools and see an emergency that must be fixed rather than a hub of resilience, innovation, and multicultural expertise waiting to be plugged into our globalized society. Within a damage-centered framework, U.S. K-12 students have lost too much learning from COVID-19 to be focusing on much else beyond meeting basic grade-level requirements, and the best path forward is ensuring students “catch up” by focusing solely on literacy and math proficiency. This damage-centered framework would also lead us to believe increased family-school tension and polarization are irreparable, and the best path forward is a school voucher system that allows families and educators to self-sort into private schools most aligned with their views. As any educator will understand, however, there is rarely ever one right way to solve a problem, and the current zeitgeist of the 2020s calls for the prioritization of internationalized K-12 education policies that work to creatively and equitably address a myriad of issues including but not limited to COVID-related learning loss and polarization. To America, Dr. Cardona passionately called for the bringing in of a “new era of multilingualism,” and to students? “¡Ya es tiempo de aprender otro idioma!”
Conceptualizing Internationalized Education
Internationalized education can be described as “a process of incorporating international, intercultural, and global perspectives into different education contexts.” Framed as a necessary tool to sculpt young Americans into globally competitive citizens, internationalized education remains very popular in higher education institutions. Internationalized education materialized in the K-12 sector through the creation of private, internationally-minded schools. With the purpose of internationalized education being framed as primarily economic, policymakers and school leaders seemingly had little reason to support expanding access to internationalized education for poor students. International schools first came into existence with the goal of engaging in missionary activities and colonization, and while the restricted access of Black and Brown students to language classes and K-12 study abroad problematizes the claim that international schools have changed drastically from their exclusionary roots, internationalized curricula and programs can be seen in both private and public schools today. It is precisely this - the internationalized public school - that has the power to redirect the path that U.S. education reform is heading from deepening polarization and further inequities to a generation of multilingual, globally competent Americans.
Access to dual-language immersion programs, K-12 study abroad opportunities, and instruction from educators with a global perspective not only increase economic outcomes and career opportunities for students but also help develop students’ social and emotional development in cross-cultural settings, reduce polarization, and increase a sense of belonging and excitement within school communities. Amid the growing implementation of school voucher programs and pressure on “failing schools” to increase test scores, refraining from incorporating internationalized education into public K-12 schools across the U.S. will only make our next generation of global ambassadors more homogenous. If the federal government, state governments, and schools work together to rapidly implement education policies that prioritize expanding access to internationalized education for all students, it is very likely that the most pressing educational issues of our time will be thoroughly addressed in the process.
Federal Policy Recommendations for Expanding Access to Internationalized Education
As the federal government navigates internationalized education reform, the priority must be well-informed but hands-off investments in public K-12 schools and making international partnerships. The COVID-19 pandemic has highlighted how innovative and effective schools can be even in dismal circumstances. From Kansas’s use of COVID-19 relief funds to offset the cost of field trips to museums and historical sites to South Carolina using the funds to make school bus Wi-Fi a reality, it is evident that states have different needs and are most innovative when policies are imagined using a bottom-up approach as opposed to top-down. To expand access to internationalized education in public K-12 schools, the federal government should invest in well-informed but hands-off grant programs for state education departments to use within their public school systems. A competitive global education grant program, accompanied with comprehensive monitoring and evaluating practices, will give states the capital they need to ensure stronger multilingualism and global educational opportunities in public schools while still having the freedom to address their own state-wide or community-wide needs. Additionally, the federal government should prioritize working with other countries’ education ministries as well as international education organizations from other regions to connect states’ education department leaders with international perspectives and policy suggestions. These ideas can then be used to inform and inspire leaders at the community or city level to use grant funds for expanding globalized education access in ways previously not considered. Global cooperation between the U.S. Department of Education with other countries’ education ministries will set the foundation for comprehensive, globally-minded R&D on K-12 internationalized education initiatives in the U.S.
State Policy Recommendations for Expanding Access to Internationalized Education
State governments play an essential role in expanding student access to quality internationalized education in a public school setting. Moving forward, it is vital for states to not only implement education policies that address COVID-related learning loss but also policies that increase students’ global competency and language skills. While some may argue falling literacy and math proficiency scores are proof that language skills need to be put on the back burner for now, there is data that dual language immersion boosts proficiency in other subjects for both English-speaking and ESL students. Not only are other academic subjects bolstered but dual language programs increase friendship and cultural competency between students of different racial or cultural backgrounds and increase overall confidence. When states neglect language immersion for “failing” schools, they often end up barring predominantly lower-income Black and Brown students from the internationalized education that sets so many upper-income white students up for success at the collegiate and vocational level. State governments must prioritize education policies that incentivize private-public school collaboration to put public schools in conversation with international schools within their state. This can also look like incentivizing state colleges to work with local K-12 public schools to grow language immersion programs or allow for high school students to audit college courses on intercultural communication and global politics. Additionally, states should center internationalized education at the core of their teacher shortage efforts. This could look like teacher pipeline programs that incentivize bilingual adults or immigrants within the state to pursue a teaching role through lowered teaching requirements at public schools and a pipeline that leads to these teachers earning a Bachelor’s or Master’s degree in education.
School Policy Recommendations for Expanding Access to Internationalized Education
At the school level, low-cost policies can still lead to high-impact results when it comes to making internationalized education a reality for all students. Dual-language programs have been extremely successful in providing English-speaking and ESL students the opportunity to hone their language skills, build cross-cultural friendships, and gain tutoring experience. School districts can also reward student engagement in cross-cultural contexts or with language programs through biliteracy or bicultural certificates. A certificate program could function in a cohort-based model with a lead teacher mentoring students seeking biliteracy in or outside the classroom. Other school policies could include investing in a more internationalized library, organizing dual language exchange programs for parents and teachers, supporting student efforts to obtain passports for study abroad, prioritizing the hiring of bilingual community members and family members when filling part-time school positions, emphasizing teacher professional development on bilingual students as assets not deficits or tools, and ensuring students on vocational or technical tracks can still engage in internationalized education through work with immigrant-owned businesses and professionals in the community.
Conclusion
From polarizing international events being broadcast everyday on the news to deepening disparities in graduation and attendance among students across the country, the current zeitgeist of 2023 can be used to implement successful and equitable expansion of internationalized K-12 education that has the potential to address COVID-related learning loss, fill teacher shortages, increase global cooperation, and reduce polarization. With school voucher systems becoming more commonplace across states and family dissatisfaction with public schools on the rise, it is vital that public school innovation and autonomy in addition to family-school engagement is incentivized and encouraged at the federal and state education policy level. Internationalized public education proves to be an overlooked but much-needed reform strategy that may look different in each school or state but could ultimately unify America’s students as they grow up in a world more globalized and interconnected than ever before. Upper-income private school students can no longer be the only young Americans engaging in internationalized education in 2023. A global education must be accessible to all students. With the right policies from the federal and state government in accompaniment with innovative school policies, teachers can confidently tell their students: “¡Ya es tiempo de aprender otro idioma!”