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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
Language: English
Authors: Dai Gu (ORCID 0000-0002-1969-970X), Sujin Kim (ORCID 0000-0002-4219-454X)
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
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  Data: Critical Discourse Analysis of the Terminology and Definitions of Multilingual Learners across U.S. Policies vs. the WIDA ELD Standards
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  Data: 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
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Discourse Analysis
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Cultural Differences
        Type: general
      – SubjectFull: Disadvantaged
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Standards
        Type: general
      – SubjectFull: Labeling (of Persons)
        Type: general
      – SubjectFull: Language Attitudes
        Type: general
      – SubjectFull: Definitions
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Semiotics
        Type: general
      – SubjectFull: Limited English Speaking
        Type: general
      – SubjectFull: Consortia
        Type: general
      – SubjectFull: Language Styles
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Native Language
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      – SubjectFull: Educational Opportunities
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    Titles:
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              Y: 2025
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