Letter to the College Board

The College Board
45 Columbus Avenue
New York, NY 10023

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Dear Members of the College Board,

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My name is Shantal De Azevedo, and I am a student in the International Baccalaureate (IB) program at Downtown Doral Charter Upper School in Doral, Florida. Since I arrived in the United States in 2015, I have had the privilege of studying the Portuguese language as part of my academic journey, starting in the second grade. As a student of Portuguese descent, my grandparents were born and raised in Portugal the language has played a central role in both my academic life and cultural identity. Over the years, I have witnessed how my school and other institutions have worked diligently to offer Portuguese language instruction, reflecting the growing demand for Portuguese in the U.S. education system. However, despite these efforts, there is currently no option for students to certify their advanced proficiency in Portuguese through an AP exam.

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I am writing to respectfully request that the College Board consider the creation of an AP Portuguese Language and Culture course. Such a course would benefit thousands of students like myself who come from Portuguese-speaking communities and who wish to certify their language skills, much like students of Spanish, French, Italian, and other languages that already have AP-level offerings. Below, I present several reasons, data, and community-based support to strengthen this proposal.

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1. The Global and National Importance of Portuguese

Portuguese is the sixth most spoken language in the world, with over 260 million speakers across nine countries: Brasil, Portugal, Moçambique, Angola, Guinea-Bissau, Timor-Leste , Cabo Verde, São Tomé and Príncipe, and Guinea Equatorial. Each of these nations has rich histories and cultural legacies, making Portuguese not only a valuable linguistic asset but also a gateway to understanding the diverse and significant contributions of the Lusophone world.

In the United States, according to the 2021 U.S. Census Bureau, approximately 1.4 million people speak Portuguese at home, representing communities primarily from Brazil, Portugal, and African nations such as Angola and Cabo Verde. The language is especially prevalent in states such as Florida, Massachusetts, Rhode Island, New Jersey, and New York. For example:

• Boston, MA is home to the largest Brazilian population outside of Brazil, with 4% of the population speaking Portuguese.

• Miami-Dade County, FL, where I study, has tens of thousands of Portuguese speakers, many of them Brazilian immigrants. Schools like Downtown Doral Charter Upper School and ADA Merritt K-8 Center offer Portuguese programs to accommodate the growing demand for bilingual education in Portuguese.

This underscores the importance of providing educational opportunities for Portuguese speakers and learners. As the U.S. becomes more interconnected with global economies, such as Brazil’s the largest economy in Latin America proficiency in Portuguese offers significant advantages for academic and professional growth.

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2. Historical and Cultural Significance in U.S. Education

Portuguese programs are increasingly being offered in schools throughout the U.S, particularly in areas with large Portuguese-speaking populations. In Massachusetts, schools such as Somerville High School and Cambridge Rindge and Latin School serve Brazilian immigrant communities and provide Portuguese classes. In New Jersey, the Newark Public School District offers Portuguese language education to students, further highlighting the presence of Portuguese in American schools.

Downtown Doral Charter Upper School, where I study, is part of this growing trend, with more than 400 students actively enrolled in the Portuguese program. The school's focus on bilingual education emphasizes the importance of maintaining cultural ties while developing proficiency in a globally relevant language. Beyond language education, Portuguese culture has had a lasting impact in the United States, from the rich traditions of Brazilian music, dance, and literature to the contributions of Portuguese explorers and their global legacy. By introducing an AP Portuguese course, students would not only gain language skills but also a deeper appreciation for the cultural and historical significance of the Lusophone world.

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3. Inequality in Access to Language Certifications

While there are several AP exams available for languages such as Spanish, French, and Italian, Portuguese is notably absent. This lack of certification creates an inequality for students who have grown up speaking Portuguese or who have studied it as a second language. For example, in 2023, 17% of Hispanic students in grades 10 to 12 participated in AP exams, with a significant portion taking AP Spanish (College Board). However, students like me, who are fluent in Portuguese, do not have the same opportunity to certify our skills in a comparable way.

Currently, students who study Portuguese must rely on alternative assessments, such as the National Examinations in World Languages (NEWL). While the NEWL does offer a Portuguese exam, it lacks the widespread recognition and academic prestige of the AP program. AP exams are highly valued by colleges and universities, and they provide students with the opportunity to earn college credit. In contrast, the NEWL, while valuable, is not as integrated into the college admissions process, making it less effective for students seeking to demonstrate their language proficiency.

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4. Collaborative Effort: A Unified Lusophone Approach

To ensure the success and legitimacy of this initiative, I urge the College Board to work in a collaborative environment by assembling a team of qualified experts, including educators, school leaders, and language professionals, alongside diplomatic representatives from Brazil, Portugal, and other Lusophone nations.

This petition is not a solitary request  it is supported by a growing collection of letters from students, parents, teachers, and school administrators across the United States, all advocating for the creation of an AP Portuguese Language and Culture course. Additionally, I have launched a national Change.org campaign, where hundreds of supporters have already signed in favor of this movement. The consistent and enthusiastic engagement from the community underscores a clear and urgent demand.

I envision this course being developed in collaboration with institutions that have historically championed Portuguese language education in the U.S, such as the Embassies of Brazil and Portugal, the Camões Institute, and the Luso-American Development Foundation (FLAD). We can develop a curriculum that meets the College Board's standards while celebrating the diverse and rich cultures of the Portuguese-speaking world. In the past, these institutions have successfully supported language initiatives at various educational levels across the U.S, ensuring the sustainability of Portuguese programs. Their involvement would provide These organizations can provide vital resources ranging from academic expertise to cultural knowledge.

Together, through a unified Lusophone approach, we can create an academically rigorous and culturally rich AP course that reflects the true diversity and global impact of the Portuguese-speaking world.

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5. A Lasting Impact on Future Generations

An AP Portuguese course would give Portuguese-speaking students the opportunity to certify their advanced language skills at a level that reflects their proficiency. It would also increase interest in Portuguese as a second language among non-Portuguese-speaking students, fostering multiculturalism and multilingualism within the U.S. educational system.

By certifying Portuguese at the AP level, students will be able to demonstrate their fluency in a language that is critical in international business, diplomacy, and global trade. This certification will open doors to competitive college programs and career opportunities, helping to close the gap in access to advanced language certifications for languages that are currently underrepresented in the AP program.

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In conclusion, I respectfully request that the College Board consider the creation of an AP Portuguese course. I am ready and eager to collaborate with you and the broader Lusophone community to begin the research and development process. Together, we can create an educational opportunity that will benefit students for generations to come, promoting not only language proficiency but also a deeper cultural understanding.

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Thank you for your attention, and I remain at your disposal for any future collaboration.

Sincerely,

Shantal De Azevedo
IB Program, 12th Grade
Downtown Doral Charter Upper School