NYC Council meetings, chaptered and linked by time.
Independent project. Not affiliated with the New York City Council.
Created by Uzair Qadir
Inspired by Vikram Oberoi's City Meetings
New York City Council
Oversight - Supporting Multi-Language Learners in Early Childhood Education Programs
Read summaries and jump into the video at the segment start.
Council staff opens the hearing by asking attendees to silence devices, stay away from the dais, and sign up with sergeants at arms for in-person testimony. Staff tells the chair the hearing is ready to begin.
Council Member Jennifer Gutiérrez welcomes attendees to the Subcommittee on Early Childhood Education hearing. She frames New York City as linguistically diverse and notes that 45% of young children in New York State are multilingual learners.
Gutiérrez says multilingual early childhood education supports cognitive development, cultural identity, and emotional regulation. She cites a 2025 study finding too few bilingual pre-K programs for the city's multilingual learners.
Gutiérrez notes President Trump's executive order designating English as the official U.S. language. She condemns the proposed English-only instruction rule for Head Start and calls for the city to step up multilingual services.
Gutiérrez lists questions about how the administration supports multilingual early childhood students, expands programs, and informs families. She also introduces Resolution 650 opposing the federal Head Start rule change.
Gutiérrez acknowledges subcommittee members Rita Joseph, Simcha Felder, Kayla Santosuosso, and online members. She thanks committee staff, her own staff, and everyone signed up to testify.
Gutiérrez instructs witnesses to fill out witness slips and indicate support or opposition. She says testimony is limited to two minutes and that in-person witnesses will testify before Zoom participants.
Council staff administers the affirmation to mayoral administration witnesses and asks them to state their names for the record. Staff then invites the administration to begin.
Emmy Liss, Executive Director of the Mayor's Office of Child Care and Early Childhood Education, introduces the administration's universal child care vision. She says multilingual learner support is central to that goal.
Liss argues all children deserve early learning that honors their heritage and home language. She shares her son's experience in a Spanish dual-language pre-K program.
Liss describes collaboration with NYC Public Schools' Division of Early Childhood Education. She introduces Erica Phillips as the new Deputy Chancellor for Early Childhood Education.
Erica Phillips introduces herself as Deputy Chancellor for Early Childhood Education and names her colleagues. She describes more than 20 years of experience in early childhood, K-12, nonprofit, and family child care leadership.
Phillips says New York City children enter early childhood programs with linguistic and cultural assets. She says the system should recognize those languages as strengths and give families meaningful access.
Phillips contrasts K-12 English language learner identification under Part 154 with early childhood identification. She describes the state's Emergent Multilingual Learner Language Profile, a family survey available in 24 languages.
Phillips says all early childhood programs must use visual aids, modeling, vocabulary development, home language connections, and family partnerships. She says these practices help children participate while developing English.
Phillips distinguishes dual-language bilingual education as one model from the broader responsibility to support emergent multilingual learners. She says every educator can make children's languages visible and valued.
Phillips says a child can be both an emergent multilingual learner and have a disability. She calls for coordinated language, communication, learning, and disability supports, including for children with IEPs.
Phillips says families receive translated enrollment information and interpretation through NYCPS and early childhood programs. She says technology can help but should not replace human translation for important decisions.
Phillips says the early childhood dual language model provides instruction in English and a partner language. She reports 99 verified sites with Spanish, Mandarin, Russian, French, Italian, Polish, Korean, and Arabic.
Phillips lists data sources used to plan supports and identify gaps. She names priorities including data-driven professional learning, bilingual educator pipeline, implementation support, and family language access.
Gutiérrez thanks the administration and acknowledges Council Member Kevin Riley. She says her own child's dual-language pre-K experience showed her the value of early language programs.
Gutiérrez asks how the DOE defines multilingual learner and how it differs from K-12. Georgette Branch describes emergent multilingual learners as children from homes speaking a language other than English, while Brenda Garcia explains the K-12 umbrella term and program models.
Gutiérrez asks whether the early childhood definition is appropriate long-term and whether framing changes for infants versus pre-K students. Branch says the family-informed approach will continue and applies across ages.
Gutiérrez asks if NYCPS or the Mayor's Office have an estimated number of multilingual learners in early childhood programs. Branch reports 30,058 total, with breakdowns for pre-K, 3K, 2K, and infants.
Gutiérrez asks whether families' language information changes during the school year. Branch says new students may arrive but families rarely change their reported home language.
Gutiérrez asks whether the multilingual learner counts are current 2026-2027 enrollment or last year's data. Branch says the numbers are current as of September 25.
Gutiérrez asks whether families whose primary language is not English face limits in applying to 3K, pre-K, or 2K programs. Erica Phillips says demand is strong and over 80% of families received one of their top choices.
Kevin Riley asks how many DOE and contracted early childhood programs offer dual language or enhanced language supports, including by borough, language, and seat count. Phillips and Branch describe 99 dual-language sites and explain enhanced language supports.
Riley asks how the city determines which languages to prioritize when expanding multilingual programs. Branch cites community demand, seat availability, geography, and family language access as factors.
Riley asks how many early childhood educators are qualified to teach or support each language. Branch says 108 3K and pre-K dual-language licensed teachers, and Brenda Garcia adds state professional learning requirements.
Gutiérrez asks whether dual-language programs hold designated seats for children whose primary language is not English. Emmy Liss says programs aim for 50% target-language and 50% non-target-language seats, with waitlists possible.
Gutiérrez asks whether dual-language pre-K seats correspond to kindergarten seats. Liss and Garcia say the city seeks continuity but does not explicitly reserve every pre-K seat for kindergarten.
Gutiérrez asks what happens to families in non-NYCPS dual-language or immersion programs seeking kindergarten seats. Liss says kindergarten capacity aims to serve both articulating pre-K students and other community children with language needs.
Gutiérrez asks when families learn about kindergarten bilingual program options. Garcia says identification can begin June 1 for pre-K students, but orientation generally occurs in the first 10 days of school.
Gale Brewer asks how students can continue a language like Russian beyond early childhood when District 3 lacks pathways. Garcia describes bilingual revitalization efforts and an Italian expansion in District 15.
Brewer asks whether there are enough teachers in different languages and how the city recruits them. Liss, Phillips, and Branch describe outreach to multilingual communities, higher education partnerships, and bilingual extensions.
Gutiérrez asks if the city is looking at dual-language models other than the 50-50 model. Branch says the current early childhood model is dual language but the division is open to expanding language access models.
Gutiérrez asks whether NYCPS or the state mandate language instruction in early childhood education. Branch says there are no state mandates in 3K and pre-K, but the division embeds multilingual support in its policy handbooks.
Gutiérrez asks what parents can be told as the federal government pushes English-only policies. Liss says multilingual children will always be honored and that families can apply for early childhood programs in over 200 languages.
Gutiérrez thanks the administration and confirms the locations of the new 3K dual-language programs. Phillips says one is in District 15 for Spanish and one is in District 31 for Russian.
Gutiérrez asks whether every K-5 dual-language program also offers a pre-K dual-language program. Liss says not every school does and describes exposure models that are not formal dual language.
Gutiérrez describes her older daughter losing Spanish in a 3K program and her desire for more dual-language seats. She asks how NYCPS plans to expand and whether any districts lack dual-language programs.
Liss says many community-based organizations and family child care homes provide rich multilingual experiences. She says the city wants families to understand pathways from those settings into kindergarten.
Branch says a current strategy is converting classrooms into dual-language programs and inviting schools to add classrooms. She says planning considers data, community demand, staffing, and continuity.
Gutiérrez asks whether the classroom conversion strategy has succeeded in opening new dual-language classrooms. Branch says leaders are interested but no new classroom has opened yet.
Gutiérrez mentions One World Project's Spanish immersion program and asks how NYCPS works with existing providers. Branch describes bilingual education models including immersion, dual language, and transitional bilingual education.
Gutiérrez asks whether dual language is the only model currently offered in early childhood. Branch confirms it is the main model, with One World Project as an immersion exception.
Gutiérrez says many private immersion programs are unaffordable and often offer languages like French or Japanese. She asks how the city will ensure equitable access to multilingual early childhood education.
Gutiérrez asks how NYCPS ensures multilingual learners transition from pre-K to kindergarten without gaps in services. Garcia says identification can begin June 1 and includes home language surveys and assessments.
Gutiérrez asks how NYCPS meets both language and special education needs, including for children under and over three. Branch says CPSE evaluates in the home language and embeds bilingual services in IEPs.
Gutiérrez asks how many applications NYCPS receives for dual-language programs by target language. Branch reports 28 Russian and 60 Spanish 3K applicants, and 1,574 Spanish pre-K applicants among other languages.
Gutiérrez asks how long pre-K dual-language programs have existed and what happens when enrollment declines. She cites a Japanese dual-language program that closed and asks how NYCPS supports schools.
Brenda Garcia says bilingual revitalization was created to prevent a revolving door of opening and closing programs. She says NYCPS has tight protocols before closure and has achieved net increases in bilingual programs.
Branch says neighborhoods change, so program planning must respond to current community demand. She says a former Japanese dual-language community may now need a different language program.
Gutiérrez asks whether there is demand for early childhood educators in a language the city cannot meet. Branch says current dual-language programs have enough teachers, though demand for classes exceeds supply.
Gutiérrez asks whether schools receive additional funding for dual-language programs and the per-school average. Phillips says ECE funding is per-seat, with about $30 million supporting dual-language programs and no separate ECE language allocation.
Gutiérrez asks what happens when a K-5 dual-language school wants a pre-K dual-language program. Garcia describes a $1.3 million bilingual revitalization allocation to 193 schools and $15,000 for new programs.
Gutiérrez asks whether schools receive additional funding for multilingual learners in pre-K and 3K beyond dual-language programs. Phillips and Branch say funding is not language-specific, though programs can use funds for language access and instructional support.
Gutiérrez asks how the Mayor's Office will tap family child care providers, many of whom speak Spanish, to expand multilingual education. Liss and Phillips say family child care is central to 2K expansion and outreach is conducted in providers' languages.
Gutiérrez asks what special efforts NYCPS and the Mayor's Office are taking to protect multilingual students and family data from federal oversight. Liss says the city will protect immigrant and multilingual students, and Branch describes FERPA and privacy protocols.
Gutiérrez thanks the administration and urges collaboration to expand and promote multilingual early childhood programs. She says she wants parents to know the city is investing in these programs and then opens public testimony.
Gutiérrez reminds the public that decorum is required, no recording is allowed from the witness table, and speakers have two minutes. She explains appearance slips, written testimony submission, and the 72-hour email deadline.
Gutiérrez calls the first public panel, Emma Gossett from the NYC Independent Budget Office. Gossett prepares to testify.
Emma Gossett of IBO says the office submitted public comment opposing proposed Head Start rule changes. She describes Head Start's role serving children birth through five and families in poverty, homelessness, foster care, or public benefits.
Gossett says HHS would require Head Start instruction only in English. She reports that 73% of New York City Head Start students were dual language learners in 2024-2025 and that many staff speak Spanish or other languages.
Gossett says proposed changes would remove parent engagement and parent committee requirements. She notes Head Start relies on over 800 parent volunteers and that volunteering supports career development.
Gossett says proposed rules would impact data and reporting and could constrain researchers' ability to study Head Start. IBO supports transparent data practices and continued data collection.
Gossett says 31% of 3K students and 34% of pre-K students in NYCPS programs spoke a language other than English at home. Families spoke over 140 languages, led by Spanish, Chinese languages, Bengali, Russian, and Arabic.
Gutiérrez asks whether conversations or plans are underway about the Head Start changes. Gossett says the rule is not final, public comments are due October 6, and families may seek NYCPS or private programs if English-only rules take effect.
Gutiérrez calls Abigail Leonard, Raquel Grimilla, Karen Rogel, Albania Jimenez, and Judy Blumenthal to testify. She asks them to begin and work down the panel.
Karen Rogel represents City's First Readers, a partnership of 18 organizations. She describes play-based, culturally relevant early literacy programs and opposes English-only Head Start requirements.
Albania Jimenez of Literacy in Community says a child's home language is a foundation for learning. She announces a Supporting Multilingual Homes workshop series and asks the council to invest in family literacy and educator training.
Raquel Grimilla, a Williamsburg grandmother and retired educator, urges continued funding for dual-language daycare. She praises Nuestros Niños and asks for music programs in public daycare settings.
Judy Blumenthal, Pedagogic Director of Early Starters USA, describes safe spaces for newly arrived families in shelters. She supports Resolution 650 and urges investment in community-based multilingual programs.
Abigail Leonard of Children's Aid describes Head Start and Early Head Start programs serving 500 children. She says multilingual support is integral to Head Start and urges adoption of Resolution 650.
Gutiérrez thanks the panel and asks what a dream scenario would require. Karen Rogel cites technology for program updates and more multilingual books, noting City's First Readers currently works in Spanish, English, Bengali, and Mandarin.
Gutiérrez asks whether City's First Readers is a formal NYCPS partner. Rogel says it is not, but it is working with New York City Reads Together to incorporate early childhood.
Gutiérrez asks about the music program Grimilla mentioned. Grimilla says private daycares bring in music teachers and she wants similar weekly, biweekly, or monthly programs in public settings.
Gutiérrez asks Blumenthal what she wished she heard from the administration. Blumenthal cites language and bureaucracy barriers, plus fear among newly arrived families about sharing information.
Blumenthal says Early Starters USA has a workforce program with mothers and staff, partnered with CUNY and Bank Street College. She says the program has five CUNY apprenticeship slots and strong interest.
Gutiérrez says the city and council funded about $2.5 to $3 million for the CUNY program. She offers to connect Early Starters USA to that funding and praises the apprenticeship model.
Gutiérrez asks Leonard what she wished the administration had addressed. Leonard says Head Start providers should be partners in universal child care expansion and stresses distinguishing language barriers from developmental concerns.
Gutiérrez calls Betty Baez-Mello and Joanne Derwin to testify. She asks if anyone else wants to testify and directs them to the sergeant at arms.
Betty Baez-Mello of Advocates for Children calls for multilingual outreach and better MySchools information. She reports that 65% of about 4,000 preschoolers with rights to bilingual services did not receive them in 2024-2025.
Joanne Derwin, executive director of One World Project, describes a Spanish immersion community center in Brooklyn. She says the universal pre-K contract leaves a $120,000 annual deficit and teachers earn about $25,000 less than public school teachers.
Gutiérrez thanks Derwin for testifying and says her site visit showed a strong, caring program. She says it is hard to promote universal child care without enough compensated early childhood educators.
Gutiérrez asks why so many preschoolers with disabilities lack mandated bilingual services. Baez-Mello calls for a larger bilingual special education and evaluation pipeline, citing a family waiting since April for a Bengali evaluation.
Gutiérrez says she wants to switch to virtual testimony and calls Rebecca Schneider Kaplan. No virtual witness responds, and staff says the panel may begin.
Gutiérrez thanks the administration, advocates, and attendees for their testimony. She welcomes Deputy Chancellor Phillips to her first hearing and announces the next hearing.