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English Learner Advisory Council leans toward ‘multilingual learner’ wording, flags rollout and reporting details
Summary
Council members favored using the asset‑based term “multilingual learner” in guidance and outreach while retaining federal EL terminology for reporting; members flagged WIDA alignment, district costs and the need for clear definitions and phased rollout.
At its June 25 meeting the English Learner Advisory Council signaled support for adopting "multilingual learner" as an asset‑based synonym for English learner in state guidance while preserving federal EL terminology for required reporting.
"It seems like we're gonna be very specific and just, lift multilingual learner and eliminate emergent bilingual from the language," Chair Eric said during the prospectus discussion, reflecting a majority preference among members who spoke. Council members repeatedly recommended aligning public‑facing language with the WIDA consortium where possible.
Several members raised practical concerns about implementation. LeLce Stewart said staff and districts need clarity about when the term applies to programs, teachers or students; Paola Zephyr and others cautioned against imposing immediate statewide rebranding that would create district cost burdens. Amelia Thibault, legislative liaison, explained that while changing statutory language need not carry a direct fiscal note, legislative actors often ask about potential implementation costs and that local districts would likely absorb many of the document‑update costs.
Members recommended drafting a clear definition (distinguishing a student taking a world language course from an EL designated for services), establishing timelines for phased rollout, and creating guidance that allows districts to transition materials gradually. The council did not take a formal vote; staff were directed to refine language and add the item to future prospectus work for possible BDR consideration.
The discussion closed with consensus to continue work on a definition and rollout plan and to coordinate with districts and Title I/III requirements to avoid duplicative committees or paperwork.
