Beyond theEnglish LearnerLabel: Recognizing the Richness of Bi/Multilingual Students’ Linguistic Repertoires

Abstract

AbstractThe terminology that we use to refer to English learners has shifted over the past two decades, fromlimited English proficienttoEnglish language learnerto what is now the preferred term in California and, increasingly, other states:English learner. Yet, what has not changed is how this category continues to limit our thinking about bilingual/multilingual students.English learneris a label that conceals more than it reveals. It emphasizes what these students supposedly donotknow instead of highlighting what theydoknow. As a category, “English learner” constrains our ability to perceive the many strengths that bilingual/multilingual students bring to the classroom—strengths on which we might build to support their language and literacy learning. The author describes how this label distorts our view of bilingual/multilingual students and proposes an alternative perspective that highlights the richness of these students’ linguistic repertoires.