The Boston Public Schools (BPS) enroll students from 139 different countries who speak 66 different languages at home.  Roughly one-third of BPS students are classified as Multilingual Learners or English Language Learners (ELs), which means they are not fluent in English and need their instruction augmented in some way.

It’s the “in some way” which is the topic of intense debate both locally and nationally. The Boston Teachers Union (BTU) wants to change the way the BPS teaches EL students. The BTU wants the BPS to end its current practice of having a general education teacher also deliver English language instruction. President-elect Donald Trump recently told Time magazine that he wants to keep only some of the Department of Education operational “just to make sure they’re teaching English in the schools.”

In an effort to help ELs, the BPS recently announced the creation of new dual language programming for the ‘25-’26 school year.  At first only 200 students will be served but expansions are planned. These programs range from “newcomers” who do not speak any or only very limited English, to advanced programs in high school where students are eligible to receive the Massachusetts State Seal of Biliteracy upon graduation.

All of these approaches only nibble around the edge of the issue, and even if these programs are faithfully implemented the core issue remains unchanged: American students are at a disadvantage globally if they remain monolingual.

Finland, often hailed as the world exemplar of public education, requires its students to learn four languages by the time they graduate secondary school. Finland has two official languages, Finnish and Swedish. Whatever language a student speaks at home, that student learns the other official language in school. The goal is to have all Finns able to speak to one another in order both to build a national community and to make commerce easier. Then Finns learn two more languages (one of which is usually English).

Over 43 million people in the United States speak Spanish at home (13% of the population). In Boston,16% of the population speaks Spanish. So let’s follow the Finnish model and have all our students – and citizens – understand one another.

Boston already has a few dual-language programs in not only Spanish but also in Haitian Creole, Vietnamese, and American Sign Language. What if Boston simply expanded these programs so that all students in the BPS became proficient in at least two languages?

If this were to happen, then Boston graduates would be in high demand. A 2023 report by The Century Foundation states that bilingual students have better problem-solving skills and improved working memory due to their more active neural networks as a result of their learning two (or more) languages.

There are other benefits of bilingualism such as better social-emotional development and even a potential delay in the onset of Alzheimer’s disease (again due to expanded neural pathways).

Practically speaking, bilingual employees can earn up to 20% more than their monolingual counterparts. Workforce Essentials reported in 2023 that US businesses lose roughly $2 billion annually due to language barriers and cultural misunderstandings. Undeniably our world is becoming more interconnected. BPS graduates who are multilingual would have a great advantage in both college and career.

Boston is already moving in the direction of increased multilingual instruction. In the Dec. 18, 2024 School Committee meeting, BPS interim CFO David Bloom gave a report which stated that over the past year the general education population in the BPS decreased by 22% whereas the number of ELs increased by 11%. Simply put, Boston has to increase its multilingual instruction anyway. Why not go all in?

There are two frequent arguments against bilingual education. One is xenophobia and the other is parsimony. For a “nation of immigrants” it is illogical for us to fear our neighbors’ words and cultures. As for the cost, let us beware of the “bait and switch” of vouchers or school choice.

It is also important to also note that many private/independent schools offer language instruction from Grade 1 through Grade 12. They know that doing so will make their graduates more competitive in college and beyond.

There is no denying that Boston needs to do better by its students. If we continue the current model we will likely continue with the current results. An expansive bilingual program would both improve our students’ lives and attract more families to the district.

Finally we could also help our students and families by having our teachers learn Spanish and/or other languages in their professional development sessions. We can all learn from each other.

Para los estudiantes de hoy, la educación bilingüe es esencial para la universidad, la carrera y nuestra sociedad global. Creemos que todos los estudiantes deberían tener la misma oportunidad de aprender otros idiomas.

(Michael Maguire teaches Latin and Ancient Greek at Boston Latin Academy and serves on the Executive Board of the Boston Teachers Union. Julie Caldarone is the retired Director of World Languages for Boston Public Schools. She currently co-teaches a course entitled, “Spanish for BPS Educators.”  The ideas expressed here are their own.)