Career and technical education classrooms are filled with students who possess a desirable and in-demand workforce skill: the ability to communicate in more than one language.
Approximately 22% of Americans speak a language other than English at home. This figure represents a vast pool of multilingual talent embedded in our education systems. Yet unlike technical credentials in healthcare, machining or information technology, language ability is not commonly treated as a formal, credentialed skill within CTE pathways.
Meanwhile, employers across industries are reporting a high demand for a multilingual workforce. According to a survey conducted by ACTFL, nine out of 10 employers need workers with language skills. One in four reported losing business due to a lack of multilingual employees. Furthermore, the World Economic Forum has consistently placed multilingualism among the top 20 skills essential for the future — next to skills such as communication and problem-solving.
CTE programs graduate multilingual talent but do not credential it in ways the workforce recognizes. For CTE leaders focused on credential attainment, placement and workforce alignment, this is not only an instructional opportunity but a strategic lever to strengthen program outcomes and employer partnerships.
An Untapped Asset
Bilingual workers earn 5%–20% more than monolingual peers. A modest hourly increase can mean tens of thousands of dollars over a career. With that signal from employers, CTE programs can add immediate value by helping students earn a verifiable, industry-recognized language credential alongside their technical credentials.
For administrators, superintendents and CTE leaders, this is a clear return on investment issue: Credentialing a skill that many students already have can translate into higher wages, stronger placement and faster career mobility.
Compensation models can vary among employers and may include:
- Fixed salary increases
- Percentage-based pay differentials
- Role-specific stipends or bonuses
From Multilingual to Credentialed
CTE has long understood that skills alone are not enough. Credentials make skills visible. Language skills, however, have existed in a gray area:
- Language education has been viewed as an academic skill, not a workforce asset.
- Language skills have been viewed as essential for “language jobs” and not for “jobs that use language.”
- Because many CTE programs do not offer world language courses, program leaders may miss language-related opportunities in their pathways.
- When language isn’t part of the program model, teams may not plan for multilingual communication needs (e.g., industry placement sites, family engagement, workplace documentation, or client-facing tasks).
- Language abilities are recognized informally, but many employers require formal verification before offering incentives.
The growing demand for multilingual talent across industries tells us that language is a high-demand skill that cannot be limited to academic world language learning. Unfortunately, without credentialing, job candidates cannot qualify for incentive pay programs. Employers cannot confidently assign bilingual roles. And programs can’t track or report outcomes tied to language skills.
This is where high-impact credentialing can close the gap. Industry-recognized language certification that results from valid and reliable assessments, such as ACTFL language proficiency assessments, can provide visible, portable skills credentialing that employers trust and use for hiring, placement, role assignment, advancement and incentive pay decisions.
Beyond the Seal
CTE educators may already be familiar with the Seal of Biliteracy, which plays an important role in recognizing students’ language achievement and celebrating multilingualism. However, in today’s workforce, this recognition doesn’t carry the same impact as an industry-recognized credential. What ultimately matters are the assessments used to qualify students for the Seal, and whether they result in scores and credentials employers understand and trust.
Not all assessments used for the Seal carry value beyond K–12 education. Some remain confined to transcripts and are not widely recognized by employers making hiring or compensation decisions. In contrast, ACTFL assessments produce verifiable, industry-recognized credentials that go beyond traditional academic achievements and:
- Measure what students can do with language in real-world contexts.
- Produce proficiency scores recognized and used across industries, including healthcare, public safety, business and government.
- Are valid and reliable, supporting high-stakes decision-making like hiring and incentive pay.
Most importantly, students earn a credential they can carry with them, even if they don’t attain the Seal. This distinction is critical because ACTFL credentials signal workforce readiness.
A Perkins V Opportunity
For CTE leaders, language credentialing is also a strategic opportunity aligned with Perkins V priorities. Perkins V emphasizes industry-recognized credentials, workforce alignment, equity and access, and measurable employment outcomes. ACTFL language credentials meet these criteria: They are industry-recognized and portable. They align with high-demand, high-wage sectors. They support special populations, including multilingual learners. And they strengthen credential attainment and placement metrics. Students who graduate from their CTE programs with an industry-recognized language credential qualify for incentive pay on day one.
Educators can leverage Perkins V funding to support language credentialing & unlock value in skills students already possess. It is important to note that aligning language credentialing with Perkins V is not a new initiative that requires reworking of existing systems. Rather, it fits naturally within core CTE priorities around credential attainment, special populations, program quality and measurable outcomes.
What This Looks Like in Practice
CTE programs do not need to build language programs to participate in this work. The key lies in recognizing skills that many students already possess.
- Identify multilingual students, using home language surveys,English language program participation, instructor referrals and word of mouth.
- Offer ACTFL language assessments. Create awareness of testing opportunities among students and families.
- Connect to career pathways by helping students understand, which roles require language skills, which industries offer incentive pay and how to communicate their credential to employers.
- Strengthen employer partnerships by collaborating with industry to align proficiency levels to job roles, promote bilingual hiring pipelines and support incentive pay structures.
- Leverage Perkins V strategically, using funding to support credential access, testing infrastructure and career advising tied to language skills.
A Call to Action
It is time to reframe multilingualism as a high-value, workforce-ready advantage. In fields like healthcare, public safety, hospitality and skilled trades, language ability is no longer optional; it is operational. And employers across industries are sending this message.
The students are already multilingual. The employers are already paying for language skills. Now it’s time for CTE to bridge the gap.
Michael Herrera, Ed.D., is a nationally recognized leader in CTE and workforce development. His innovative curriculum design and strategic community engagement have significantly advanced student employability outcomes and economic mobility. As the executive director of Upper Bucks County Technical School in Pennsylvania, Herrera has driven substantial growth in student enrollment and industry partnerships, emphasizing the vital role of language proficiency and technical competency in workforce success. He is currently serving as ACTE Region I vice president.
Gosia Jaros-White, M.A., is a bilingual marketer and former English teacher with 20+ years of experience in educational publishing and educational technology. She is currently working as a director of marketing at Language Testing International. Her background in both education and marketing allows her to bridge the gap between content, audience and impact. Driven by a strong belief in the power of language, Jaros-White is a passionate advocate for language education and multilingualism. She is committed to promoting the value of language learning as a tool for opportunity, connection and global understanding.
