MEMPHIS, TN – Memphis-Shelby County Schools (MSCS) is stressing the importance of bilingualism as a tool that helps students achieve greatness. The district believes that students who know more than two languages will have the ability to communicate seamlessly in a world that is not only constantly evolving but also increasingly diverse, inclusive, and competitive, especially in the workforce.
The district focuses on bilingualism through its ESL Department and the World Languages Office.
Carol Richardson, Executive Director of the Multilingual Learners’ Office – English as a Second Language Department, says bilingualism has a positive impact on academic performance.
“Bilingualism strengthens cognitive skills such as problem-solving, memory, and attention,” she said. According to research, these benefits stem from the brain’s continual management of two languages, which sharpens executive functions like task switching and inhibitory control (i.e., avoiding distractions) – leading to better focus and greater mental flexibility.
Richardson says bilingual children have a “superpower” that plays a vital role in achieving success throughout life and extends beyond the bilingual person.
“Learning more than one language is an asset not only for the individual but for our entire society,” she said. “In our increasingly diverse communities, it would be extremely beneficial for all children to have the opportunity to learn a new language at an early age, giving them an advantage in learning, communicating, and building relationships globally. The benefits are endless.”
An example of how relationships are being built through bilingualism is the Overton Bilingual Leadership Association. Students in the group build bridges among fellow peers, between non-English-speaking parents and the school, while also earning service hours toward graduation (read more about this association here, in our series on Bilingualism at MSCS).
The advantages of being bilingual are apparent in current MSCS results on English Language Arts (ELA) proficiency rates. In 2025, for instance, 40.1% of transitional English as a Second Language (ESL) students, who are currently in grades 3-12, demonstrated improved ELA proficiency, compared to only 25% of the rest of the student body. Among 4thgraders, 83% of transitional students showed higher academic performance in ELA, compared to 31.7% of all students.
Richardson said MSCS students who have exited the ESL program, year after year, outperform their native English-speaking peers. “Our transitional students do exceptionally well after exiting ESL,” she stated.
The Tennessee Department of Education notes that, in 2024, the percentage of ELA scores across all grade levels that meet or exceed expectations for MSCS multilingual students in the Tennessee Comprehensive Assessment Program (TCAP) was 10.1%. This figure is significantly higher than that of other school districts in the state, according to the Council of Great City Schools (CCES).
Additionally, the graduation rate for students who are English learners has been rising. In fact, over the past two years, the achievement gap between English learners and the rest of the student body has steadily narrowed. With results like these and emphasizing that the academic performance of bilingual students is equal to or better than that of monolingual students, MSCS World Languages Advisor Patrick Fraser adds that the opportunity to learn another language should be a graduation requirement.
“Bilingualism is a powerful lifelong advantage,” Executive Director Richardson said. “We encourage families to support their children and encourage bilingualism by creating a language-rich environment by reading books in both languages, using songs and media, and incorporating both languages into daily routines and play. Families should also connect with other families, community events, and the child’s school to build a strong support network.”
Be on the lookout for more articles/videos coming soon about MSCS’ efforts in bilingual and multilingual education.
* Transitional students are those who have been out of the ESL program for one to four years.
Key benefits of being bilingual or multilingual:
· Stronger academic outcomes in their home language: Bilingualism/multilingualism can increase a person’s understanding of language mechanics, which can boost their abilities in their native language.
· Stronger reading and writing skills.
· Improved executive function: Bilingualism/multilingualism enhances the brain’s ability to focus, multitask, and switch between different tasks.
· Boosted memory: Bilingual/multilingual individuals often have improved working memory due to the increased mental exercise of switching between languages.
· Connection to family heritage: Maintaining the native language also strengthens family bonds and cultural identity — key factors in a child’s overall well-being and academic success.
· Access to more communities.
· Broader cultural understanding.
· Increased adaptability in multicultural environments.
· Better academic outcomes for English (or other languages) learners in all content areas.
· English (or other languages) learners becoming more likely to graduate and to follow more successful educational pathways.
· Higher test performance: Bilingual/multilingual students often outperform their monolingual peers on standardized assessments in reading, math, and science.