I 
118TH CONGRESS 
1ST SESSION H. R. 3607 
To establish high-quality dual language immersion programs in low-income 
communities, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
MAY 23, 2023 
Mr. GRIJALVA (for himself, Mr. ESPAILLAT, Ms. CROCKETT, and Mr. BOW-
MAN) introduced the following bill; which was referred to the Committee 
on Education and the Workforce 
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 Representa-
tives 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 
2023’’ or the ‘‘SYLLABLE Act of 2023’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
(1) The demand for bilingual employees in the 
United States continues to outpace our supply. 
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(2) Dual language immersion engenders an in-
clusive learning environment for all students. 
(3) Studies have demonstrated that all students 
in multilanguage immersion programs have higher 
academic achievement as measured by statewide ex-
amination, regardless of socioeconomic status. 
(4) Dual language immersion has proven to be 
one of the most effective and longest lasting inter-
vention 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 stu-
dents. 
(6) Few children from low-income families, par-
ticularly African-American children, have had access 
to a well-developed and well-implemented dual lan-
guage program. 
(7) Children in dual language programs experi-
ence substantial gains in language, literacy, and 
mathematics. 
SEC. 3. DUAL LANGUAGE FLAGSHIP GRANTS. 
(a) PURPOSES.—The purposes of this section are as 
follows: 
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(1) To provide incentives for local educational 
agencies to develop innovative strategies for planning 
and implementing dual language immersion pro-
grams serving children from low-income families, in-
cluding 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 bilin-
gualism 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 en-
suring the academic success of students from low-income 
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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, includ-
ing 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 as-
sessment, a data collection plan, and the collection 
of multiple measures of academic progress, bilin-
gualism, and multiliteracy; 
(3) implement and align a curriculum that pro-
motes the development of bilingual and multiliterate 
competencies for all students through at least grade 
five; 
(4) utilize and align student-centered instruc-
tional methods that enhance the development of bi-
lingualism, multiliteracy, and academic achievement; 
(5) align professional development and training 
for early childhood education instructors and ele-
mentary school teachers and staff, with an emphasis 
on dual language instruction, second language acqui-
sition, and content knowledge; 
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