Critical Discourse Analysis of the Terminology and Definitions of ELLs (English Language Learners) Across U.S. Policies vs. WIDA

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Abstract

This paper explores the labeling and positioning of “English learners (ELs)” or who we prefer to call “multilingual learners (MLs)” in political and research documents. Attending to the urgent call for serving the growing number of linguistically and culturally diverse learners, this study delves into the definitions and implications of the basic terminology referring to these learners. Specifically, a 50-state terminology and definitions for MLs/ELs as well as the WIDA ELD Standards are examined using critical discourse analysis. The findings reveal contrastive positioning of MLs in policies and research. Deficit-based terms which are widely used in policies are reflective of the monolingual English-only ideology in US schools, which is inconsistent with research and obstructs MLs’ access to equitable education.

Authors

• Dai Gu, George Mason University

• Sujin Kim, George Mason University