; Whereas Federal legislation has been proposed to create grants for States to fund the Seal of Biliteracy program but remains unfulfilled; Whereas nearly 22 percent of people in the United States speak a language other than English at home, and the Census Bureau reported that the 5 most frequently spoken languages other than English are Spanish or Spanish Creole, Chinese, Tagalog, Vietnamese, and Arabic; Whereas there are roughly 245 Indigenous languages spoken across the United States, and many of these are at risk of extinction with only a small number of speakers remaining; Whereas English learners are entitled to receive special services based on the 1974 Supreme Court decision in Lau v. Nichols so that they may learn the same academic content as English speakers and have access to public education; Whereas, in 2002, Public Law 107–110 changed the name of the Office of Bilingual Education and Minority Languages Affairs at the Department of Education to the Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Whereas there are thousands of dual language programs across the country, and States like California, Massachusetts, Utah, North Carolina, Delaware, and Washington have moved toward dual language initiatives; Whereas bilingual multicultural education is beneficial to all students, as it helps promote the development of a student’s home or heritage language, bilingualism, biliteracy, and global awareness; Whereas language skills, abilities, and practices are interconnected, and the more a student’s home or heritage language is supported, the stronger effect it will have on acquiring another language; and Whereas language is an important aspect of a student’s identity and culture, and studies show that being bilingual or multilingual has several benefits such as increased problem-solving abilities, increased creativity, increased concentration skills, increased learning, and increased interpersonal skills: Now, therefore, be it