2026 -- H 7389

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     STATE OF RHODE ISLAND

IN GENERAL ASSEMBLY

JANUARY SESSION, A.D. 2026

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A N   A C T

RELATING TO EDUCATION -- THE SUPPORT AND ACCESS TO BILINGUAL

EDUCATION ACT

     Introduced By: Representatives Morales, Felix, Giraldo, Alzate, Batista, Stewart, Carson,
Speakman, Diaz, and Kislak

     Date Introduced: January 28, 2026

     Referred To: House Finance

     It is enacted by the General Assembly as follows:

     SECTION 1. Legislative findings.

     The general assembly hereby finds and declares that:

     (1) Consistent with Rhode Island’s vision for education, every Rhode Island student

deserves access to the highest quality education possible in order to thrive, graduate, and step into

college or a career ready to succeed.

     (2) Consistent with § 42-5.1-1 (c) and (d), the economic well-being of the state depends on

foreign trade and international exchange. To compete effectively, Rhode Island requires a

multilingual and multicultural workforce, and proficiency in one or more additional languages is a

key driver of economic growth and global competitiveness.

     (3) Consistent with § 42-5.1-1(j), the state both affirms the right of every resident to nurture

their native language and also encourages all citizens to become proficient in English to facilitate

full participation in society and promote cross-cultural communication.

     (4) Consistent with § 42-5.1-1(j) and (k), native language instruction facilitates the

development of English proficiency with multilingual learners and boosts their overall academic

achievement.

     (5) Decades of research confirm that high quality dual language bilingual programs lead to

academic engagement and achievement, a drop in chronic absenteeism, and promote positive

social-emotional development, and overall well-being. These outcomes directly advance the Rhode

Island Department of Education’s strategic priorities related to equity, excellence in learning,

engaged communities, and world class talent.

     (6) The Rhode Island Blueprint for a Multilingual Learner Success (2021) calls for a nimble

system that "secures and allocates human and fiscal resources to support high-quality core

instruction to meet the diverse needs of MLLs, including professional learning opportunities for all

teachers and administrators."

     (7) The state faces a growing demographic divide, characterized by increasing numbers of

multilingual learners and an insufficient number of certified bilingual dual language and world

language teachers. Despite eleven (11) local education agencies having a high incidence of

Multilingual Learners, as determined by the Rhode Island Regulations Governing the Education of

Multilingual Learners (200-RICR-20-30-3), only eight percent (8%) of multilingual learners are

enrolled in bilingual/dual language programs. This is a result of both the shortage of certified

language educators and the related challenge of too few dual language bilingual programs in the

state.

     (8) Additionally, bilingual dual language programs are a stated state priority. The Rhode

Island Regulations Governing the Education of Multilingual Learners (200-RICR-20-30-3)

encourage LEAs “to open Bilingual/Dual Language Programs, especially LEAs where overall

student enrollment includes 250 or more MLL students who share the same home/native language”.

     (9) A diverse educator workforce, comprised of certified bilingual dual language and world

language educators, is essential to the success of dual language programs. These educators provide

culturally and linguistically responsive instruction, serve as role models for students, and help foster

inclusive school communities and may, in turn, translate into better academic outcomes such as

student motivation, improved interest in academics, consistent attendance, and grades.

     (10) It is, therefore, in the best interest of the state, its residents, and its students to develop

and support dual language and world language teachers.

     (11) Support for increased preparation and training of bilingual, dual language and world

language teachers can successfully be leveraged by providing direct financial support to traditional

public school districts or community-based organizations in collaboration with traditional public

school districts in Rhode Island working to expand dual language programs K-12.

     SECTION 2. Title 16 of the General Laws entitled "EDUCATION" is hereby amended by

adding thereto the following chapter:

CHAPTER 54.1

THE SUPPORT AND ACCESS TO BILINGUAL EDUCATION ACT

     16-54.1-1. Short title.

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     This chapter shall be known and may be cited as “The Support and Access to Bilingual

Education Act.”

     16-54.1-2. Definitions.

     For the purposes of this chapter:

     (1) “Bilingual dual language teacher”, or “BDL teacher,” means a teacher who provides

integrated language and content instruction in a partner language only or in a partner language and

in English, appropriate to the instructional program model they teach in, and holds the appropriate

certification pursuant to the department of education regulation 200-RICR-20-20-1.

     (2) “Bilingual language instruction program model” or "Bilingual education program

model” is an approach that serves multilingual learners at all stages of English language

development and who share a common home/native language. The goal of this approach is

proficiency and literacy in English and a partner language, as well as content achievement in both

English and a partner language. Instruction is provided in both English and home/native or partner

language. The bilingual education approach consists of dedicated English language development

and integrated language and content instruction components and can be structured in any of the

instructional program models as defined by 200-RICR-20-30-3.

     (3) "Eligible teacher" means a full-time teacher certified to teach in a kindergarten through

grade twelve (K-12) school by the department of elementary and secondary education and is

actively teaching within a public school with a high-incidence of multilingual learners in

accordance with the department of education regulation 200-RICR-20-30-3.

     (4) "High incidence of multilingual learners" means a local educational agency with a

multilingual learners student population that meets at least one of the following two (2) criteria: (i)

Is greater than or equal to two hundred and fifty (250) total multilingual learners; or (ii) Is greater

than or equal to twenty percent (20%) of the local educational agency's total student population

pursuant to the Rhode Island regulations governing the education of multilingual learners (200-

RICR-20-30-3).

     (5) "Local education agency" or "LEA" shall have the same meaning as defined in § 16-

92-3.

     (6) "Multilingual individual" means an individual who has demonstrated advanced low or

higher proficiency in the target language of certification in accordance with the American Council

on the Teaching of Foreign Languages (ACTFL) proficiency scale through any of the approved

seal of biliteracy language proficiency assessments including, but not limited to: ACT, SAT,

advanced placement (English language and composition, English literature and composition, and

world language), ACCESS, LAS Links (Form C/D), AAPPL, STAMP 4S, and ASLPI.

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     (7) "Qualifying languages" means the most common languages other than English spoken

in the local education agency according to the U.S. Census Bureau and Rhode Island department

of education data sources.

     (8) "State" means the State of Rhode Island.

     (9) "World language educator" means a person who is certified by the department of

elementary and secondary education as an all grades world language teacher in accordance with

the department of education regulation 200-RICR-20-20-1.

     16-54.1-3. Support and access to bilingual education act fund authorized.

     The department of elementary and secondary education (the "department") shall establish

a bilingual education support fund within the department. Commencing FY 2027, the general

assembly shall annually appropriate, the sum of nine hundred and fifty thousand dollars ($950,000),

with three hundred thousand dollars ($300,000) appropriated for implementation of traditional

public school district dual language programs, and six hundred thousand dollars ($600,000)

appropriated for strategy and support to expand teaching certifications for bilingual dual language

and world language teachers. In order to support administrative and implementation efforts, an

amount not to exceed fifty thousand dollars ($50,000) shall be used as discretionary funds by the

department. Any unexpended discretionary funds shall revert to their original purpose of providing

dual language support grants. In addition to appropriations by the general assembly, charitable

donations may be accepted into the grant program.

     (1) The department shall establish and maintain a bilingual education support fund to

provide grants to traditional public school districts that establish and expand bilingual language

instruction program models; community-based organizations in collaboration with traditional

public school districts that establish and expand bilingual language instruction program models; or

institutions of higher education in partnership with traditional public school districts that establish

and expand bilingual language instruction program models.

     (2) The expenses of administering the fund shall be paid from money appropriated in

accordance with subsection (a) of this section.

     (3) The fund shall consist of:

     (i) Appropriations made by the general assembly pursuant to this section;

     (ii) Charitable contributions to the fund subject to the provisions of § 38-2-2(4)(G); and

     (iii) Other sources deemed appropriate by the department.

     16-54.1-4. Implementation of traditional public school district dual language

programs.

     (a) Eligibility for applicants shall be a minimum of one the following:

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     (1) A traditional public school district within the state consistent with the provisions of 34

CFR § 303.2;

     (2) A community-based organization working in partnership with one or more traditional

public school district(s) within the state consistent with the provisions of 34 CFR § 303.2; or

     (3) An institution of higher education (IHE) working in partnership with one or more

traditional public school district(s) within the state consistent with the provisions of 34 CFR §

303.2.

     (b) An applicant may be eligible to receive a grant pursuant to the provisions of this chapter

if:

     (1) The traditional public school district uses or is planning to create a high-quality

bilingual language instruction program model in accordance with chapter 54 of title 16 (“education

of limited english proficient students”) and in accordance with regulations promulgated pursuant

thereto.

     (2) The LEA has a high incidence of multilingual learners as defined in 200-RICR-20-30-

3. For purposes of this section, the qualifying language(s) of instruction, in addition to English,

shall be determined based on the predominant home language(s) of the multilingual learner (MLL)

student population.

     (3) The LEA develops and commits to an immediate or gradual staffing plan to support the

kindergarten through grade twelve (K-12) dual language program.

     (c) Traditional public school districts are encouraged to leverage existing funds including

the state share of the MLL funding formula distribution and federal funds.

     (d) Traditional public school district, community-based organization, and institution of

higher education recipients funded pursuant to § 16-54.1-3, shall utilize such monies for dual

language program planning and implementation activities including, but not limited to:

     (1) Partnering with education professionals and organizations to design programs;

     (2) Developing and executing professional development for administrators and instructors;

or

     (3) Traditional public school districts self-evaluation program planning and

implementation of staffing needs including, but not limited to:

     (i) Providing financial support for bilingual dual language and world language teacher

certification;

     (ii) Providing in-service educator dual language professional development;

     (iii) Procuring high-quality curricular materials to enhance dual language instruction; and

     (iv) Other activities designed to facilitate or promote the LEA’s existing or emerging dual

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language programs.

     (e) Only programs that adhere to high quality dual language program standards shall be

funded.

     16-54.1-5. Strategy and support to expand teaching certifications for bilingual dual

language and world language teachers.

     (a) The department of elementary and secondary education shall collaborate with the office

of the postsecondary commissioner, and in consultation with any approved educator preparation

program, to increase and streamline the issuance of world language and bilingual dual language

certifications for purposes of increasing the number of bilingual dual language and world language

teachers in LEAs with a high incidence of multilingual learners as defined in 200-RICR-20-30-3.

     (b) Eligibility for applicants shall be at a minimum one of the following:

     (1) A traditional public school district within the state consistent with the provisions of 34

CFR § 303.2;

     (2) A community-based organization working in partnership with one or more traditional

public school district(s) within the state consistent with the provisions of 34 CFR § 303.2; or

     (3) An institution of higher education (IHE) working in partnership with one or more

traditional public school district(s) within the state consistent with the provisions of 34 CFR §

303.2.

     (c) An applicant may be eligible to receive a grant pursuant to the provisions of this chapter

if:

     (1) Support for teacher certification costs are granted to multilingual individuals who plan

to teach in a traditional public school district and use, or is planning to create, a high-quality

bilingual language instruction program model in accordance with chapter 54 of title 16 (“education

of limited english proficient students”) and further in accordance with regulations promulgated

pursuant thereto;

     (2) The LEA has a high incidence of multilingual learners as defined in 200-RICR-20-30-

3; or

     (3) The qualifying language(s) of instruction, in addition to English, shall be determined

based on the predominant home language(s) of the multilingual learner student population.

     SECTION 3. This act shall take effect on July 1, 2026.

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EXPLANATION

BY THE LEGISLATIVE COUNCIL

OF

A N   A C T

RELATING TO EDUCATION -- THE SUPPORT AND ACCESS TO BILINGUAL

EDUCATION ACT

***

     This act would appropriate nine hundred and fifty thousand dollars ($950,000) to establish

a bilingual education support fund within the department of elementary and secondary education.

This act would also provide for the implementation of the support and access to bilingual education

act for all local education agencies, community-based organizations, and institutions of higher

education recipients.

     This act would take effect on July 1, 2026.

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