Education Policy for Multilingual Students Classified as English Learners

As a rapidly growing subgroup, multilingual students classified as English learners (ML-ELs) have increasingly shifted to the center of key education policy discussions. This chapter lays a foundation for those interested in understanding what it means to be an ML-EL and how federal and state education policies inform that experience. The authors begin with an overview of the growth and diversity of the ML-EL population and outline the historical and contemporary education policy context related to inequalities and inequities in educational opportunities for ML-ELs. Specifically, the authors examine advances in knowledge of language development program models and services, access to rigorous coursework and curriculum, access to high-quality educators, adequate funding for ML-EL programs and services, and implications of the ML-EL label and status. Finally, the authors identify directions for future research that will continue to advance the quest for equity for ML-EL students.

Keywords: multilingual learner; English learner; language policy; bilingual education; Title III