Leading Through Language: D219’s Assyrian Accreditation Journey
February 26, 2025
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The grassroots movement that turned a UNESCO-endangered language into a groundbreaking curriculum
Niles Township High School District 219 serves more than 4,600 students and over 70 languages are spoken in the homes of our students and families. About 60% of families are multilingual, and the most common languages spoken are Urdu, Spanish, Assyrian and Arabic.
The Assyrian people, an indigenous Middle Eastern group, make up about 30% of our district.
In 2022, D219 made history as the first public school district in the United States to approve an Assyrian language and culture curriculum. This was an eight-year journey that led to Assyrian Language accreditation in Illinois for a UNESCO-designated endangered language.
In many Middle Eastern cultures, families trust schools to oversee their children's education, resulting in a more hands-off parental approach. So, how did we build a bridge between our Assyrian families and the district?
Collaboration and Community Input
In February 2015, district staff Caroline Benjamin and Carmen Al-Bazi with the support of D219’s Equity Team, established “D219 Suraye”, a support group for Assyrian families.
D219 Suraye/”Assyrian” sponsors and Assyrian-speaking Family Liaisons connect caregivers with school programs, providing interpretation and support. In this safe space–with parent and caregiver voices– our advocacy for an Assyrian language course took shape.
A petition was launched for an Assyrian language course which gained nearly 700 signatures, prompting a district-wide survey. Results showed strong interest, with 187 students interested in a summer class and 275 interested in a year-long course.
Strategy, Systems and Overcoming Barriers
We began with a summer course pilot, and while we faced initial hurdles—from scheduling conflicts, the course not counting toward credit requirements, and COVID-19 disruptions—our community's bold vision for the Assyrian class never wavered.
As we continued advocating, we knew professional development for faculty and staff was essential to fostering a welcoming and supportive learning experience. Authentic and high-quality professional development served multiple purposes:
- Enhancing Cultural Awareness: Educators gained the knowledge and sensitivity needed to support Assyrian students effectively.
- Creating an Inclusive Environment: A more supportive school culture helped Assyrian students feel valued and understood.
- Building Staff Support: Involving faculty in the process increased their commitment to the initiative, improving its chances of success.
Expanding Advocacy and Building Key Partnerships
True educational transformation requires both persistent advocacy and strong community partnerships, so expanding our external advocacy efforts was also critical.
Key milestones strengthened our foundation: my hiring as the district's first Assyrian counselor reignited the Assyrian Language initiative, while Naema Abraham's D219 Board leadership, William Sargool's educational contributions, and community listening sessions advanced our mission. Charlene Abraham's representation on the Curriculum Standards for School Improvement (CSSI) Committee ensured Assyrian family voices shaped curriculum decisions.
True educational transformation requires both persistent advocacy and strong community partnerships...
Working alongside Illinois state representatives and the Assyrian Policy Institute, we pursued formal recognition of Assyrian as a World Language.
Over 800 members rallied in support of the Assyrian Language and Culture course through letters to the Board. This groundswell of advocacy culminated in collaborative discussions with district leadership about creating an inclusive, culturally responsive educational environment.
A Unanimous Victory and Lasting Impact
On November 1, 2022, D219’s Board of Education unanimously approved the Assyrian Language and Culture course, making Niles Township High School District 219 the first in the nation to offer Assyrian as an accredited World Language.
Our historic win echoed through the halls as community members gathered in traditional dress, waving flags and beating drums in joyful celebration. Later, families, staff, board members, and administrators united for a celebratory dinner- marking a transformative moment in our educational journey. Here is a video from the event:
The course was introduced in the 2023-2024 school year, allowing students to fulfill World Language requirements for graduation and college admission. This milestone also led to a second Illinois district offering Assyrian, bringing the total to three high schools!
Our ultimate vision, as seen through other World Language programs at D219, is to build a four year program. Currently, our schools offer regular and honors levels of:
- Assyrian for Heritage Speakers
- Assyrian Language & Culture 1
- Assyrian Language & Culture 2
Next year, we’re offering Assyrian Language & Culture 3.
Christine Yousif, D219’s first full-time Assyrian teacher, emphasizes that the course fills a critical gap: “Before this class, there was no resource available for them.” She adds that the course has also boosted students' confidence, recalling, “One parent shared that their child, once too discouraged to speak, now feels confident to try, even if they make mistakes.” William Sargool, another Assyrian Language & Culture teacher, shared his excitement, saying, “It was truly amazing to walk on the first day of ASSYRIAN class! Students are excited for this space to finally learn more about their language and culture.”
The development of the Assyrian Language and Culture course and the efforts behind it demonstrate that creating a platform for our families paves the way for underrepresented communities to actively participate in driving change. It empowers them to access their rights within the public system through persistence, community involvement, and political engagement. It highlights the powerful impact of parent and student voice and underscores the importance of representation—whether among staff or parents—in fostering a more equitable environment for our children.
