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Dual‑language immersion teachers and parents say district withdrew Spanish literacy materials midyear
Summary
DLI teachers and parents in Chula Vista told trustees the district removed Benchmark Advance Spanish materials for grades 3–6, leaving bilingual teachers without comparable Spanish literacy texts and prompting calls for equitable resources and a school‑by‑school inventory.
Teachers and parents from the district’s dual‑language immersion (DLI) program told the board the district removed Spanish Benchmark Advance curriculum materials for grades 3–6 midyear, undermining program integrity and equity.
Anita López, who said she has taught DLI for more than 24 years, said her team learned that the district would not provide Benchmark Advance Spanish for grades 3–6 after having attended training earlier in the year. "Nos dijeron que no, que ya no nos los iban a dar," she said, adding that teachers were later told they would receive partial materials — which she described as insufficient.
Several speakers said district staff suggested using online versions or generative tools as substitutes; parents and teachers said those options do not preserve a structured Spanish language curriculum. Elia Escamilla, a DLI representative, told trustees the program operates in 23 schools and that partners including San Diego State University and CSU Fullerton have supported the district’s dual‑language work; she said the lack of Spanish materials threatens the program’s multiyear trajectory and bilingual outcomes.
Parents asked where funds previously allocated for materials went and requested transparency about procurement timelines. Trustees directed staff to prepare a school‑by‑school materials inventory and to report back with details on what has been requested, purchased and delivered. Staff agreed to provide updates at the district’s Friday briefing and a fuller presentation at a future board meeting.
Why it matters: Parents and teachers framed the issue as an equity concern: if English classes receive full Benchmark Advance kits while Spanish DLI classes do not, the district risks creating two tiers of instruction within the same schools. DLI supporters said such an outcome could reduce bilingual literacy outcomes and encourage families to seek programs elsewhere.
What’s next: The board asked staff for a detailed breakdown by school of what materials were requested, purchased and received and for an expected delivery timeline; staff committed to reporting back at the next briefing and to preparing a fuller presentation for the board.
