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CPS highlights growth of world-language programs; board members press for broader access and African-language options
Summary
CPS honored international teachers and outlined district world-language enrollment figures; board members asked how to expand access to elementary schools and for African-language options such as Kiswahili, while Talent Office clarified program partnerships and funding sources
The Chicago Board of Education opened its Sept. 25 meeting by honoring the district’s international teachers and world-language programs, and district officials reported program growth while board members asked how to expand access citywide.
Dr. Karina Assaf, leader of the Office of Multilingual Multicultural Education (OME), introduced the recognition and Dr. Fabiola Jinski described the academic and cognitive benefits of language study. The district reported that more than 108,000 students are enrolled in world-language courses and that CPS hosts the largest Mandarin program in the country. The international teacher program brings educators from abroad under partnerships including the U.S. Department of State BridgeUSA program and works with consulates and philanthropic partners to cover costs beyond teacher salaries.
An international Japanese-teacher team and students from Langston Hughes and Lavizzo elementary schools described curriculum and a multi‑day student trip to Japan; students said the program broadened their cultural understanding and engagement. Christine Murphy Judson, CPS executive director of talent acquisition, said the 108,000 figure includes required high‑school graduation language coursework and that the district would provide a breakdown of participation by grade and language.
Board members asked how to expand access to elementary schools and whether African languages — specifically Kiswahili — could be offered. Murphy Judson said the district has just a handful of teachers from Africa in the program and that launching a new world-language program requires investments in staff capacity and materials; the international teacher program relies on embassy or consulate partnerships and philanthropy beyond CPS staffing costs.
Board members applauded the program and requested maps or data showing the distribution of international teachers across the district. CPS staff committed to sharing additional data about where and how languages are being taught.
