The annual report, prepared for Governor Locke and the Legislature, presents research showing that students who are taught in both their primary language and English do better academically over the long-term. The problem is, most LEP students in Washington receive little or no instruction in their primary language, said Bergeson. The lack of qualified teachers who speak other languages and the sheer number of different languages spoken by students limit schools ability to provide comprehensive instruction in both English and the primary language. About half of all LEP students are in kindergarten-grade 3 programs.
Most students stay in the program for two years or less.
About 10 percent stay in the program beyond five years. The report cites a number of factors influencing length of stay in the program, including the student s socioeconomic status, educational background and mobility. Students spoke 159 different languages, with Spanish spoken by 62 percent, more than all other languages combined. The more instruction students receive in their primary language, the better their academic achievement over the long-term. We need to do a better job of recruiting and training instructional staff to work with students of limited English proficiency, added Bergeson.