As we’ve discussed on this blog, the challenges facing dual language immersion program administrators related to identifying and hiring qualified teacher candidates are real, persistent, and nation-wide. But, they are not insurmountable.
add.a.lingua continues to work with Michigan’s Department of Education to reduce barriers that exist for teachers credentialed in another country, who are also native speakers of immersion languages, to teach in Michigan classrooms. Additionally, we remain in conversation with a number of Michigan colleges and universities about how to best prepare teacher candidates for the demands of dual language immersion classrooms.
It’s refreshing to see the others advancing similar solutions. For example, the Oregon Department of Education is taking significant steps to sustain their growing number of immersion programs. As reported in The Bulletin:
“ODE is working with the state’s teacher licensing agency to reduce barriers for non-native English speakers to earn teaching credentials. Earlier this year the Higher Education Coordinating Commission, which directs funding for Oregon’s public universities, approved a new funding model based on degree completion rather than enrollment that would give more money for programs in high-demand fields, including bilingual education.
“The state has also helped districts hire foreign language and bilingual teachers from overseas, including 13 teachers from Spain and 11 from Mexico this year. And just last week, the state launched a new website for prospective teachers it hopes will appeal to bilingual candidates.”
If you’d like to join add.a.lingua in our efforts to advance and sustain dual language immersion education, please be in touch.