When was the last time you were in a situation where colleagues were using an acronym or educational term that everyone seemed to know…except you?
We use a lot of specific terminology and acronyms in education, and new ones seem to crop up regularly. When it comes to multilingual learners, terms vary by geographic region, and certain terms are preferred over others by some groups or organizations. A version of this topic was posted in 2016 and since its first posting, there have been additional changes which warrant an update. Consider the information here as a resource for those of you who find yourselves perplexed by the wide variety of terms used for students who are not yet fully proficient in academic English and qualify for language support services. (Notice how I had to work hard not to use one of the terms below?!)
English learners (EL), or English language learners (ELL). These terms have been commonly used and are straightforward descriptors of students who are learning the English language used in schools. The terms imply that another language is spoken at home and that these students are in the process of becoming English-proficient.
Multilingual learner (ML). Becoming widely used to acknowledge the home language assets these students possess in addition to acquiring English. For some students, English is their second, third (or more) language making the term more accurate in capturing their linguistic competencies. “Multilingual learner” is used by WIDA, appears in some U.S. Department of Education documents and academic publications.
Emergent bilingual (EB). Another term for students who are not yet proficient in English but are moving toward becoming fully bilingual. They continue to develop their home language while learning English. The term demonstrates the value of both the home language and English. Emergent bilingual is the official term adopted by, for example, Texas and Illinois.
Limited English proficient (LEP). No longer used because of its deficit connotation. An artifact of the past, it appears in federal law so it is used for reporting/accountability purposes.
English for speakers of other languages (ESOL), and English as a second language (ESL). These terms refer to programs but are sometimes applied to students, as in “She is ESOL” or “We have 37 ESL students in fourth grade.”
Second language learner (L2). Used widely internationally and in the literature to indicate a student who is learning the official language used in a country’s schools in addition to the home language.
Dual language learner (DLL). Used specifically for children under the age of five who have at least one parent or guardian who speaks a language other than English at home. These children are developing their native language proficiency while learning English simultaneously.
Linguistically diverse. A broader term that includes students who are not yet proficient in academic English, and those students who speak a non-standard form of English such as speakers of African American vernacular English (AAVE), Creole or Hawaiian Pidgin English.
English learner student with a disability (ELSWD) or dually identified student. These terms are used for students who have been formally identified as having a disability and have an IEP. Their dual status means that they are entitled to full English learner services including daily English language development (ELD) in addition to special education services.
Long-term English Learners (LTEL). These students have been enrolled in U.S. schools and designated as English learners for six or more years and have not yet met exit criteria. Definitions and exit criteria vary by state and district. Some specify fewer years as EL or differ on criteria needed to exit English learner services.
Students with interrupted formal education (SIFE) and students with limited or interrupted formal education (SLIFE). These terms are used specifically with Newcomer students who have had interruptions in their educational backgrounds of more than two years or, in the case of SLIFE, may have had limited formal education before enrolling in U.S. schools. The distinction these terms offer is important for providing appropriate programs and services.
Ever-ELL. This term is used typically for research purposes. It is assigned to a student who has been designated as an English learner at some point in his or her school career. The category accounts for students who become English proficient but at some point were English learners. They are distinct from native English-speaking students.
Never-ELL, English only (EO), or native English speaker. These terms all refer to students whose home language is English and English is the student’s first or native language. Some concern about English Only as a designation is that it connotes monolingualism when that may not be accurate.
Non-English Language Background (NELB). A school designated term for students in homes in which a language other than or in addition to English is used. That is, any home other than a monolingual English-speaking home.
Speakers of languages other than English (LOTE) or primary home language other than English (PHLOTE). These terms describe students who have the asset of one or more languages in their repertoire. Used in dual language programs.
As you can see, some terms depict the unique needs of subgroups of learners, e.g., LTELs, ELSWD, and SIFE, and are critical for ensuring that schools provide appropriate programs and services for them. However, when referring to other students learning the language of school, it would be helpful to educators, researchers, policy makers, students, and their parents if there were a single agreed-upon term. Uniformity is unlikely though since educational terminology and related acronyms are ever evolving.