NMSA 1978, § 22-23-1 Short title
22-23-1. Short title
Chapter 22, Article 23 NMSA 1978 may be cited as the "Bilingual Multicultural Education Act".
1953 Comp., § 77-23-1, enacted by Laws 1973, ch. 285, § 1; 2004, ch. 32, § 1.
Bilingual Multicultural Education
NMSA 1978 ch. 22, art. 23
in effectNMSA 1978, § 22-23-1.1 Legislative findings
22-23-1.1. Legislative findings
The legislature finds that:
A. while state and federal combined funding for New Mexico's bilingual multicultural education programs was forty-one million dollars ($41,000,000) in 2003, the funds do not directly support bilingual multicultural education program instruction;
B. the state's bilingual multicultural education program goals are for all students, including English language learners, to:
(1) become bilingual and biliterate in English and a second language, including Spanish, a Native American language, where a written form exists and there is tribal approval, or another language; and
(2) meet state academic content standards and benchmarks in all subject areas;
C. districts do not fully understand how to properly assess, place and monitor students in bilingual multicultural education programs so that the students may become academically successful;
D. because inaccurate reporting on student participation in bilingual multicultural education programs has a direct impact on state and federal funding, accountability measures are necessary to track bilingual multicultural education program funds;
E. the federal No Child Left Behind Act of 2001 does not preclude using state funds for bilingual multicultural education programs;
F. Article 12, Section 8 of the constitution of New Mexico recognizes the value of bilingualism as an educational tool;
G. professional development is needed for district employees, including teachers, teacher assistants, principals, bilingual directors or coordinators, associate superintendents, superintendents and financial officers in the areas of:
(1) research-based bilingual multicultural education programs and implications for instruction;
(2) best practices of English as a second language, English language development and bilingual multicultural education programs; and
(3) classroom assessments that support academic and language development;
H. parents in conjunction with teachers and other district employees shall be empowered to decide what type of bilingual multicultural education program works best for their children and their community. Districts shall also provide parents with appropriate training in English or in the home or heritage language to help their children succeed in school;
I. because research has shown that it takes five to seven years to acquire academic proficiency in a second language, priority should be given to programs that adequately support a child's linguistic development. The state shall, therefore, fund bilingual multicultural education programs for students in grades kindergarten through three before funding bilingual multicultural education programs at higher grade levels;
J. a standardized curriculum, including instructional materials with scope and sequence, is necessary to ensure that the bilingual multicultural education program is consistent and building on the language skills the students have previously learned. The instructional materials for Native American bilingual multicultural education programs shall be written, when permitted by the Indian nation, tribe or pueblo, and if written materials are not available, an oral standardized curriculum shall be implemented;
K. equitable and culturally relevant learning environments, educational opportunities and culturally relevant instructional materials for all students participating in the program. For Native American students enrolled in public schools, equitable and culturally relevant learning environments, educational opportunities and culturally relevant instructional materials are required to satisfy a goal of the Indian Education Act [Chapter 22, Article 23A NMSA 1978]; and
L. the Bilingual Multicultural Education Act will ensure equal education opportunities for students in New Mexico. Cognitive and affective development of the students is encouraged by:
(1) using the cultural and linguistic backgrounds of the students in a bilingual multicultural education program;
(2) providing students with opportunities to expand their conceptual and linguistic abilities and potentials in a successful and positive manner; and
(3) teaching students to appreciate the value and beauty of different languages and cultures.
Laws 2004, ch. 32, § 2.
NMSA 1978, § 22-23-2 Definitions
22-23-2. Definitions
As used in the Bilingual Multicultural Education Act:
A. "bilingual learner" means a student whose bilingualism is emerging through the development of English and a language other than English;
B. "bilingual multicultural education program" means a program using two languages, including English and the home or heritage language, as a medium of instruction in the teaching and learning process;
C. "culturally and linguistically different" means students who are of a different cultural background than mainstream United States culture and whose home or heritage language, inherited from the student's family, tribe or country of origin, is a language other than English;
D. "district" means a public school or any combination of public schools in a district;
E. "English language learner" means a student whose first or heritage language is not English and who is unable to read, write, speak or understand English at a level comparable to grade level English proficient peers and native English speakers;
F. "heritage language" means a language other than English that is inherited from a family, tribe, community or country of origin;
G. "home language" means a language other than English that is the primary or heritage language spoken at home or in the community; and
H. "standardized curriculum" means a district curriculum that is aligned with the state academic content standards, benchmarks and performance standards.
1953 Comp., § 77-23-2, enacted by Laws 1973, ch. 285, § 2; 2004, ch. 32, § 3; 2006, ch. 94, § 57; 2015, ch. 108, § 14; 2021, ch. 12, § 2.
NMSA 1978, § 22-23-4 Department; powers; duties
22-23-4. Department; powers; duties
A. The department shall issue rules for the development and implementation of bilingual multicultural education programs.
B. The department shall administer and enforce the provisions of the Bilingual Multicultural Education Act.
C. The department shall assist school boards in developing and evaluating bilingual multicultural education programs.
D. In the development, implementation and administration of the bilingual multicultural education programs, the department shall give preference to New Mexico residents who have received specialized training in bilingual education when hiring personnel.
1953 Comp., § 77-23-4, enacted by Laws 1973, ch. 285, § 4; 2004, ch. 32, § 4.
NMSA 1978, § 22-23-5 Bilingual multicultural education program plan; evaluation
22-23-5. Bilingual multicultural education program plan; evaluation
A. A school board or, for charter schools, a governing body of a charter school may prepare and submit to the department a bilingual multicultural education program plan in accordance with rules issued by the department.
B. At regular intervals, the school board or governing body of a charter school and a parent advisory committee from the district or charter school shall review the goals and priorities of the plan and make appropriate recommendations to the department.
C. Bilingual multicultural education programs shall be delivered as part of the regular academic program. Involvement of students in a bilingual multicultural education program shall not have the effect of segregating students by ethnic group, color or national origin.
D. Each district or charter school shall maintain academic achievement and language proficiency data and update the data annually to evaluate bilingual multicultural education program effectiveness and use of funds. The department shall annually compile and report these data to the appropriate interim legislative committee.
E. Districts and charter schools shall provide professional development to employees, including teachers, teacher assistants, principals, bilingual directors or coordinators, associate superintendents, superintendents and financial officers in the areas of:
(1) research-based bilingual multicultural education programs and implications for instruction;
(2) best practices of English as a second language, English language development and bilingual multicultural education programs; and
(3) classroom assessments that support academic and language development.
F. Bilingual multicultural education programs shall be part of the district's or charter school's professional development plan. Bilingual educators, including teachers, teacher assistants, instructional support personnel, principals and program administrators, shall participate in professional development and training.
1953 Comp., § 77-23-5, enacted by Laws 1973, ch. 285, § 5; 1988, ch. 64, § 42; 2004, ch. 32, § 5; 2015, ch. 108, § 15.
NMSA 1978, § 22-23-6 Bilingual multicultural education programs; eligibility for state financial support
22-23-6. Bilingual multicultural education programs; eligibility for state financial support
A. To be eligible for state financial support, each bilingual multicultural education program shall:
(1) provide for the educational needs of linguistically and culturally different students, including Native American children and other students who may wish to participate, in grades kindergarten through twelve, with priority to be given to programs in grades kindergarten through three, in a district;
(2) fund programs for culturally and linguistically different students in the state in grades kindergarten through three for which there is an identifiable need to improve the language capabilities of both English and the home language of these students before funding programs at higher grade levels;
(3) use two languages as mediums of instruction for any part or all of the curriculum of the grade levels within the program;
(4) use teachers who have specialized in elementary or secondary education and who have received specialized training in bilingual education conducted through the use of two languages. These teachers or other trained personnel shall administer language proficiency assessments in both English and in the home language until proficiency in each language is achieved;
(5) emphasize the history and cultures associated with the students' home or heritage language;
(6) establish a parent advisory committee, representative of the language and culture of the students, to assist and advise in the development, implementation and evaluation of the bilingual multicultural education program; and
(7) provide procedures to ensure that parental notification is given annually prior to bilingual multicultural education program placement.
B. Each bilingual multicultural education program shall meet each requirement of Subsection A of this section and be approved by the department to be eligible for state financial support.
1953 Comp., § 77-23-6, enacted by Laws 1973, ch. 285, § 6; 1987, ch. 211, § 1; 2004, ch. 32, § 6.
NMSA 1978, § 22-23-7 Bilingual multicultural education advisory council; created; membership; duties
22-23-7. Bilingual multicultural education advisory council; created; membership; duties
A. The "bilingual multicultural education advisory council" is created and shall advise the secretary and department staff on the effective implementation of the Bilingual Multicultural Education Act and the support of all bilingual multicultural education students, including bilingual learners and English language learners, to have equitable access to instruction and learning as required by state and federal education and civil rights laws. The secretary and department staff shall provide biannual reports to the council regarding progress on yearly advisements.
B. The bilingual multicultural education advisory council consists of fifteen members who have technical knowledge of and expertise in bilingual multicultural education and teaching English to English language learners as follows:
(1) five members appointed or designated by the Indian nations, tribes and pueblos to include one member each from the Navajo Nation, the Mescalero Apache Tribe, the Jicarilla Apache Nation, the southern pueblos and the northern pueblos;
(2) eight members who represent pre-kindergarten through twelfth grade teachers, principals, superintendents, other education administrators and higher education faculty who are from different geographical areas of the state and at least one of whom has a special education background; and
(3) two parents whose students are enrolled in bilingual multicultural education programs.
C. The department shall appoint the council members noted in Paragraphs (2) and (3) of Subsection B of this section from a list generated and approved by both the department and the existing ad hoc bilingual multicultural education advisory council co-chairs that is representative of various stakeholder groups.
D. The bilingual multicultural education advisory council shall elect two members to serve as co-chairs of the council. The co-chairs shall assist with the selection of new members for the council.
E. New members of the council shall begin to serve their appointments on July 1, 2021 for a term of three years. Members who are currently serving their appointments prior to the effective date of this 2021 act shall continue to serve through the remainder of their appointed term. All council members may serve two consecutive terms, and co-chairs may serve one additional year to assist with transition.
F. The council shall:
(1) study issues of bilingual multicultural education for all students, including the needs of bilingual learners and English language learners; and
(2) provide advice to the department in the areas of curriculum, instruction, assessment, teacher preparation, teacher evaluation, professional development, licensure and student and family services to:
(a) strengthen the quality and effectiveness of bilingual multicultural education programs;
(b) promote rigorous culturally and linguistically responsive instruction in bilingual multicultural education programs;
(c) support effective classroom teaching for participating bilingual multicultural education program students, including bilingual learners and English language learners who may or may not be part of standalone federal language acquisition programs;
(d) recruit, develop and train effective bilingual multicultural education teachers and teachers of bilingual learners and English language learners;
(e) identify professional development best suited and appropriate for the languages being taught to support teachers, educational assistants and other licensed employees to work effectively with bilingual multicultural education program students, including bilingual learners and English language learners;
(f) promote professional development opportunities to build the capacity of public education administrators to effectively lead bilingual multicultural education programs and become knowledgeable regarding second language acquisition research, theory and pedagogy, including culturally and linguistically responsive teaching practices, biliteracy and assessments in English and the home or heritage language;
(g) develop solutions for streamlining and strengthening program management, implementation and monitoring of bilingual multicultural education programs at the state, district and school site levels;
(h) develop family and community partnerships representative of the languages and cultures of all students in the bilingual multicultural education program, to assist and advise in the development, implementation and evaluation of the program; and
(i) support bilingual learners and English language learners to achieve programmatic goals, including academic achievement in two languages and bilingual biliteracy growth as demonstrated and measured by language and literacy assessments in English and the home or heritage language, and with regard to tribal languages, language-appropriate programmatic goals with progress determined in accordance with tribal priorities and sovereignty.
G. Members of the council may receive per diem and mileage as provided for nonsalaried public officers in the Per Diem and Mileage Act [10-8-1 to 10-8-8 NMSA 1978].
Laws 2021, ch. 12, § 1.
Source: New Mexico Compilation Commission (nmonesource.com)URL: https://nmonesource.com/nmos/nmsa-unanno/en/item/18522/index.doFetched: 10/20/2026