Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the World Languages And Teacher Retention topic
No spam. Unsubscribe anytime.
World-language teachers and parents urge PELSB to back mentorship and dual-licensing as programs decline
Summary
Three public commenters told the PELSB the state's world-language programs are shrinking and urged the board to explore mentorship, licensure flexibility and dual-licensing paths to retain multilingual teachers.
At the March 20 meeting of the Professional Educator Licensing and Standards Board, three public commenters described steep declines in Minnesota world-language programs and asked the board to support mentorship and licensure pathways to keep qualified language teachers in classrooms.
Johanna Huang, a teacher with 22 years of experience and director of We as One Education, told the board a 2025 cross-state survey of 104 Minnesota Chinese-language teachers found 77% reporting declining enrollment; about two-thirds of respondents said they feared their positions could disappear within five years; and 33% indicated they would leave the profession if displaced. "Without targeted intervention, Minnesota risk losing not only critical programs, but also a highly qualified, multilingual, and culturally responsive workforce," Huang said, and asked PELSB to follow up to explore licensure flexibility and mentorship for Asian-language teachers.
Tasha Zerna, a parent whose children attend a Chinese immersion program, described immersion as more than language instruction, saying it builds problem-solving skills and cultural competency. "These programs are not just academic offerings. They are shaping globally aware, empathetic young people," Zerna said, and she expressed support for the We as One Teacher Mentorship Program.
Alfredo Duplat, faculty in the Spanish program at Minnesota State University, Mankato, speaking for the Minnesota Council on the Teaching of Languages and Cultures (MCTLC), argued that cutting language programs discards a highly trained workforce. Duplat invited PELSB to form a coalition and urged the board to support a pathway to dual licensing so language teachers losing positions can transition to other high-need fields while staying in classrooms.
Board staff invited commenters to follow up with Executive Director Dr. Bailey for additional conversation and next steps.
The board did not respond to comments during the meeting; public-comment procedures were framed as listening opportunities that may require follow-up investigation.
