In recent years, Nash Elementary School on Chicago’s West Side has faced significant challenges in accommodating an influx of English language learners, predominantly migrant children from South and Central America. The sharp rise in enrollment has left teachers scrambling for effective methods to aid their new students without adequate support, often relying on makeshift solutions like Google Translate. For instance, one teacher reported feeling unprepared and resorting to assigning busy work after her student struggled to read and write in English for nearly three years. Advocacy for better bilingual resources has become a focal point, with educators like Sylvelia Pittman urging for more comprehensive support within the Chicago Teachers Union contract.
State law mandates schools provide bilingual instruction, yet many schools have yet to comply, resulting in a significant gap between legal requirements and practical support. Chicago Public Schools (CPS) has seen a 25% increase in English language learners since 2022, following a surge of migrant families coming into the city, which has now increased the number of schools legally obliged to implement bilingual programs by approximately 20%. These programs are required when 20 or more English language learners who speak the same native language enroll, but funding disparities complicate the issue. While CPS assigns a full-time bilingual coordinator to schools with 50 or more English learners, many schools fall short of the necessary staffing to effectively support their students.
Using data from an open records request, an analysis conducted by Chalkbeat and Block Club found that there are roughly five bilingual teachers for every 100 English language learners across the district, with new programs having only half that ratio. Alarmingly, some schools have more than 60 English learners per bilingual-certified teacher, while others operate without any certified staff to provide the required bilingual education. This situation is critical at Nash, which has two certified bilingual teachers for over 70 English learners, prolonging the learning curve for newcomers.
Last year, investigations into the compliance of bilingual education provisions across CPS found alarming shortcomings, resulting in a spike in audits and scrutiny surrounding the district’s failure to meet legal standards. Experts argue that these deficiencies in bilingual education not only hinder students’ academic performance but also reflect a broader systemic issue within CPS. The situation has even prompted calls for increased state oversight and accountability in educating Chicago’s English language learners.
At Nash, Pittman, a dedicated educator with over two decades of experience, emphasized the urgency of providing meaningful support to newcomer students, advocating for an effective bilingual program. Despite some recent progress, including additional coordinator roles, teachers still express frustration over the insufficient resources and significant academic gaps faced by English learners. For example, another teacher at Nash, Corinne Lydon, shared her journey to becoming certified to teach English as a second language and her personal commitment to learning Spanish to enhance her ability to support her students.
The newly implemented bilingual coordinators have been met with mixed feedback as many educators indicate that one part-time coordinator is insufficient to serve the diverse needs of multiple English language learners effectively. The challenges are compounded by the fact that many schools are struggling to create robust bilingual programs that comply with state laws while also addressing the immediate needs of their students.
Chicago’s ongoing issues reflect a broader national dialogue about the necessity of bilingual education and proper support for immigrant students. As local leaders express the need for better systems to manage increasing student populations and ensure adequate instruction, the urgency for change remains palpable throughout the district. Local leadership at Morton School of Excellence, which faced a similar influx of students, found itself suddenly unprepared and operating in crisis mode. As the demographics of students shift, it’s clear that without sufficient attention and resources, many schools will continue to experience chaos rather than improvement in meeting the linguistic needs of their communities.
In summary, the proposed reforms and focused advocacy for bilingual education within CPS illustrate the urgent need for systemic change to adequately support English language learners. As the demand for such educational services rises, so too must the attention of school districts and state oversight bodies to ensure compliance with existing laws and promote equitable educational opportunities for all students.
image source from：https://blockclubchicago.org/2025/06/05/waiting-to-learn-how-bilingual-education-in-chicago-falls-short/
