By Julie Lara, Latino Board Fellowship Alum

As a career educator, a first-generation college graduate, and a proud advocate for bilingual education, I often reflect on my own educational journey—and on the experiences of my family. I’ve come a long way from the anger I once carried.  

I was a high-achieving student—earning straight A’s and graduating 18th out of 181—yet I was told by my high school guidance counselor to “really consider a vocational or technical career, like hairstylist.” This is not to diminish the value of vocational professions or to criticize a well-intentioned but ill-informed counselor. Instead, it’s an opportunity to share how I learned to release that anger and to use my voice to advocate for educational practices that truly support multilingual learners (MLLs).  

My resentment toward the education system began to shift during my graduate studies at Texas State University and later in my doctoral program at The University of Texas at Austin. Through my studies in equity and social justice, I began to grapple with a difficult truth: the same system filled with caring educators was also producing inequitable outcomes for students like me and my family. 

Over time, I came to realize that the issue was not individual educators, but the system itself shaped by implicit biases and normalized inequities. My studies gave me the language to describe what my family, my community, and over a million emergent bilingual students in Texas experience.  

With that realization, my perspective evolved from anger to acceptance—and then to urgency. As my career moved from K–12 campuses into broader systems-level work, I encountered educators at every level who were eager to improve outcomes for students. That gave me hope and sharpened my sense of purpose.  

In 2017, I began working at the Texas Education Agency (TEA), initially supporting special education programming. In 2020, I became Director for Emergent Bilingual Programs. It was during my time at TEA that I learned to use my voice more intentionally—and more urgently—to elevate what works, particularly dual language immersion (DLI) programs.  

When implemented with fidelity, DLI programs have a profound impact. Decades of research and student data show that students in these programs outperform their peers academically while also developing bilingualism and biliteracy. These are not incremental gains—they are transformative outcomes that can shift generational trajectories.  

And yet, bilingual education, especially dual language models, are still widely misunderstood. Too often, it is framed as just a language program for English Learners, rather than recognized as one of the most effective educational models available for all students. We are not subtracting students’ home languages, nor are we simply “teaching Spanish.” We are teaching rigorous academic content and leveraging students’ linguistic assets to strengthen cognition, comprehension, and critical thinking. In short, dual language immersion is a game changer.  

So, why isn’t it more widely implemented?  

Too many educational leaders—from policymakers to district administrators to classroom educators—continue to operate from an outdated, subtractive mindset: the belief that students must “just learn English.” But our students need far more than that. They need to become strong readers, capable mathematicians, informed citizens, scientific thinkers, and creative contributors to the arts. They can—and should—do all of this while developing bilingualism.  

To move forward, we must deepen our understanding of second language acquisition and commit to policies that prioritize educational equity over political pressure. If we can remove these barriers, more dual language programs will be implemented with the fidelity, resources, and intentionality they require. For instance, strong administrative leadership is critical for high fidelity resulting in positive student outcomes.  

Education leaders must make critical decisions and be the instructional leader ensuring meaningful academic and linguistic progress for students among other vital areas of programming, all while meaningfully engaging families.  

Moreover, dual language teachers must have ongoing, robust and relevant professional development throughout their careers. Despite the significant responsibility, it is our moral obligation to ensure all students, including multilingual learners, are afforded equitable educational opportunities. 

The payoff is immense: a society enriched by individuals who are academically successful, bilingual, biliterate, and culturally competent. That is not just an educational goal, it is a social and economic imperative. If you believe in this work as I do, I call on you to become more aware of the educational landscape in your communities. Learn about the bilingual programs offered at your neighborhood schools, inquire which school board members advocate for dual language, and become familiar with your local and state elected officials, especially those on the education subcommittees, those who draft and vote on laws that will impact the education of our MLLs.  

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Dr. Julie Lara is the Managing Director of Multilingual Programs at Ensemble Learning, leading initiatives to expand high-quality educational opportunities for multilingual learners. Previously, she served as Director of the Emergent Bilingual Support Division at the Texas Education Agency, overseeing policy and resources for 1.3 million students and leading efforts such as the Texas Effective Dual Language Immersion Framework and the state’s first bilingual education strategic plan. She holds a doctorate from UT Austin and is committed to advancing educational equity through culturally and linguistically sustaining practices.