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

Included in

Education Commons

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