[Congressional Bills 117th Congress]
[From the U.S. Government Publishing Office]
[H.R. 3397 Introduced in House (IH)]

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117th CONGRESS
  1st Session
                                H. R. 3397

   To establish high-quality dual language immersion programs in low-
              income communities, and for other purposes.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                              May 20, 2021

 Mr. Grijalva introduced the following bill; which was referred to the 
                    Committee on Education and Labor

_______________________________________________________________________

                                 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 2021'' or the ``SYLLABLE Act''.

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 2022 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.
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