Published In
Education Policy Analysis Archives
Document Type
Article
Publication Date
5-11-2025
Subjects
English learners, Language policy, Anti-adultism, Youth voice
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.
Rights
Copyright (c) 2025 Maneka Deanna Brooks Creative Commons License This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
DOI
10.14507/epaa.33.8564
Persistent Identifier
https://archives.pdx.edu/ds/psu/43597
Publisher
Mary Lou Fulton Teacher College
Citation Details
Brooks, M. D. (2025). Essential knowledge for serving bilingual youth: The perspectives of adult former English learners. Education Policy Analysis Archives, 33.