The world language credit equivalency policy applies more to English Language Learners (ELLs) who acquired a world language outside of school. The impact on world language classes for the majority of students in Washington high schools is minimal. Schools with a large number of ELLs may find that competency-based credit in World Languages: a) increases the student's motivation to develop their reading and writing skills in that language, b) motivates students to formally study their home language in school or through online courses, c) encourages more attention on the student's study of English in order to potentially qualify for the Seal of Biliteracy, and d) provides an opportunity for credit retrieval for migrant students.
Regardless of a student's demographic and language background, earning World Language equivalency credit outside of class may allow for more flexibility in the student's high school schedule to pursue other areas of interest depending on the student's post-high school plans. Additionally, students may choose to enroll in additional World Language classes to enhance their education and transcript, depending on their Career and College plan. The Office of Superintendent of Public Instruction developed a World Language: College and Careers Goals reference chart to assist stakeholders in planning for the future with World Languages in mind.