Work

Essential knowledge for serving bilingual youth: The perspectives of adult former English learners

Year: 2025

Type: article

Abstract: This study, framed by dignity-focused language policy and intersectional anti-adultism, investigates how 74 adults misclassified as English learners (ELs) during U.S. K-12 education conceptualize essential knowledge for educating bilingual students. Through semi-structured interviews, participants stressed two key areas for schools that serve bilingual students: recognizing students’ nuanced linguistic histories and acknowledging students as education partners. The findings emphasize centering impacted individuals’ perspectives, advocating for eliminating racial bias in EL policy implementation, and addressing institutionalized adultism in EL policy. Implications include the need for professional learning, policy, and practices prioritizing EL youths’ perspectives.

Source: Education Policy Analysis Archives

DOI: 10.14507/epaa.33.8564

Author: Maneka Deanna Brooks

Institution: Portland State University

Language: English

Topic: Multilingual Education and Policy

Subfield: Linguistics and Language

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: diamond

Funder: National Academy of Education