English learners or multilingual learners: To what extent does terminology even matter?

The field of language education in the United States is currently undergoing a transition from the term English learner to multilingual learner to refer to students whose home language is not English and qualify for language support services. While this change represents a broader sociopolitical effort to reframe linguistic diversity as an asset, little is known about how such shifts influence teacher beliefs, instructional practices, or enactment of educational policy. This qualitative case study draws on semi-structured interviews with eight veteran teachers, along with district policy documents and teacher-created materials, to explore how educators interpret this terminological shift and its impact on their attitudes and beliefs toward multilingual learners. Framed through interpretive policy analysis and an ecological lens, this study finds that the change in terminology had a limited effect on teacher beliefs and practices. Participants largely remained situated within the English-dominant, monolingual norms. At the same time, the shift sparked valuable reflection among educators and highlighted opportunities for deeper conversations about language, identity, and inclusion. These findings suggest that while a terminological shift alone may not drive immediate change, it can serve as a meaningful starting point for broader professional and institutional growth.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Moldenhauer, Nathan David

Contributors dc:contributor

• Hood, Denice W
• Davila, Liv
• Lee, Sharon
• Velazquez, Mirelsie

• teacher beliefs
• terminology
• English learner

Statement dc:rights

• Copyright 2025 Nathan Moldenhauer

Language dc:language

en

Handle dc:identifier

https://hdl.handle.net/2142/132488

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/132488