Critical Discourse Analysis of the Terminology and Definitions of Multilingual Learners across U.S. Policies vs. the WIDA ELD Standards
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| Title: | Critical Discourse Analysis of the Terminology and Definitions of Multilingual Learners across U.S. Policies vs. the WIDA ELD Standards |
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| Language: | English |
| Authors: | Dai Gu (ORCID |
| Source: | Education Policy Analysis Archives. 2025 33(18). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Discourse Analysis, English Learners, English (Second Language), Second Language Learning, Multilingualism, Educational Policy, Cultural Differences, Disadvantaged, Access to Education, Equal Education, Standards, Labeling (of Persons), Language Attitudes, Definitions, Language Usage, Barriers, Semiotics, Limited English Speaking, Consortia, Language Styles, Elementary Secondary Education, Language Tests, Native Language, Educational Opportunities |
| ISSN: | 1068-2341 |
| Abstract: | This paper explores how "English learners (ELs)" or who we prefer to call "multilingual learners" are labeled and positioned in policy documents and leading education research documents respectively. 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 multilingual learners as well as the WIDA ELD Standards are examined using critical discourse analysis. The findings reveal contrastive positioning of multilingual learners in policies and research. Deficit-based terms, widely used in policies, are reflective of the monolingual English-only ideology in U.S. schools, which is inconsistent with research and obstructs multilingual learners' access to equitable education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463518 |
| Database: | ERIC |
| Abstract: | This paper explores how "English learners (ELs)" or who we prefer to call "multilingual learners" are labeled and positioned in policy documents and leading education research documents respectively. 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 multilingual learners as well as the WIDA ELD Standards are examined using critical discourse analysis. The findings reveal contrastive positioning of multilingual learners in policies and research. Deficit-based terms, widely used in policies, are reflective of the monolingual English-only ideology in U.S. schools, which is inconsistent with research and obstructs multilingual learners' access to equitable education. |
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| ISSN: | 1068-2341 |
