The current politically correct and federally preferred term for individuals previously or commonly referred to as ELL is English learner (EL). This designation became the official label at the federal level with the passage of the Every Student Succeeds Act (ESSA) in 2015.
Understanding the Terminology Shift
The field of education, particularly concerning students learning English, has seen an evolution in its terminology to better reflect current understanding and policies. The shift from "English-language learner" (ELL) to "English learner" (EL) represents an effort to streamline language and align with federal guidelines.
Key Aspects of the Preferred Terminology:
- Official Federal Label: Under the Every Student Succeeds Act (ESSA) of 2015, "English learner" (EL) was established as the official federal term. This legislation emphasizes ensuring all students, including those learning English, have access to high-quality education.
- Department of Education Preference: The U.S. Department of Education consistently uses "English learner" in its policy communications and official documents. This demonstrates a clear federal preference for the term.
- Continued Use of ELL: While "English learner" is the federal standard, some educational agencies and organizations, such as WIDA (World-Class Instructional Design and Assessment), continue to use the variation "English-language learner" (ELL). Both terms refer to students who are in the process of developing proficiency in the English language.
Comparing the Terms
Below is a brief comparison of the two widely recognized terms:
| Term | Status/Context |
|---|---|
| English Learner (EL) | Official federal label under ESSA (2015), preferred by the U.S. Dept. of Education. |
| English-Language Learner (ELL) | Still used by some state agencies and educational organizations (e.g., WIDA). |
Why the Shift Matters
The evolution of these terms reflects an ongoing conversation about how best to describe and support students who are acquiring English. Using "English learner" highlights the learning process and acknowledges the linguistic assets these students bring, moving away from potentially deficit-oriented language. It signifies a focus on the acquisition of a new language rather than an emphasis on what language they might "lack."
Ultimately, while both "English learner" and "English-language learner" are understood, adhering to the federally preferred "English learner" aligns with current educational policy and best practices in the United States.
