From "Foreigners" to "Multilinguals": Tracing the Evolving Language of English Learners

The language we use to describe students learning English is far from static. It's a reflection of shifting societal attitudes, evolving educational philosophies, and ongoing research into language acquisition. Over time, we've moved from terms that emphasized deficit to those that highlight the rich linguistic assets these students bring. Let's explore the historical evolution of this terminology, grounded in research and educational practice.

Early Terms: A Focus on Deficit

In the early to mid-20th century, terms like "foreign children," "non-English speaking," and even "illiterate" were common. These labels often carried a negative connotation, framing students as deficient in English rather than acknowledging their existing linguistic knowledge. Research from this period, while limited, often focused on assimilation, viewing the student's native language as an obstacle to overcome (Crawford, 1999). This reflected a broader societal emphasis on monolingualism and the perceived need for immigrants to shed their native languages and cultures.

The Rise of "Limited English Proficient" (LEP)

The term "Limited English Proficient" (LEP) gained prominence following the passage of the Bilingual Education Act of 1968. While intended to provide resources for students with limited English skills, the term itself remained problematic. It emphasized what students lacked rather than what they possessed. Research by Cummins (1981) and others began to challenge the deficit view, highlighting the importance of students' first language in academic development. However, the term LEP persisted in policy and practice for decades.

Shifting Towards Asset-Based Language

In recent decades, there's been a growing movement towards asset-based language that recognizes the linguistic and cultural strengths of these students. Terms like "English Language Learner" (ELL) and "Emergent Bilingual" emerged, reflecting a shift in perspective. "ELL" emphasizes the active process of language acquisition, while "Emergent Bilingual" acknowledges the development of proficiency in two or more languages.

• "English Language Learner" (ELL): This term gained widespread acceptance in educational settings, reflecting a more positive view of the student's journey. It acknowledges that learning English is an ongoing process.

• "Emergent Bilingual": This term, championed by researchers like Ofelia García (2009), emphasizes the development of bilingualism rather than focusing on a perceived lack of English. It celebrates the student's linguistic resources and potential.

• "Multilingual Learner" (ML): This term is gaining traction, reflecting the increasingly diverse linguistic backgrounds of students. It recognizes that many students may speak more than two languages. This term is also seen as a more inclusive term, that includes students that are learning additional languages, not just english.

Research and the Rationale for Change

Research consistently supports the use of asset-based language. Studies show that:

• Acknowledging and valuing students' first languages fosters positive self-esteem and academic achievement (Cummins, 2000).

• Bilingualism and multilingualism offer cognitive advantages, enhancing problem-solving skills and metacognitive awareness (Bialystok, 2001).

• Asset-based language promotes equity and inclusion, creating a more welcoming and supportive learning environment.

Looking Forward

The evolution of terminology reflects a deeper understanding of language acquisition and a commitment to equity in education. As we move forward, it's crucial to continue using language that empowers and celebrates the linguistic diversity of our students. The shift from "LEP" to "ML" is more than just semantics; it's a reflection of a fundamental shift in how we view and value multilingual learners.

References:

• Bialystok, E. (2001). Bilingualism in mind and brain. Trends in cognitive sciences, 5(6), 240-248.

• Crawford, J. (1999). Bilingual education: History, politics, theory, and practice. Bilingual Educational Services.

• Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. Schooling and language minority students: A theoretical framework. California State University, Evaluation, Dissemination and Assessment Center.  

• Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.  

• García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.