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Addressing the urgent need to serve linguistically and culturally diverse students, the study analyzes definitions and implications of core terminology. A 50-state terminology and definitions set for multilingual learners and the WIDA ELD Standards are examined through critical discourse analysis. Results show contrastive positioning and highlight deficit-based terms in policy tied to a monolingual English-only ideology that blocks equitable access to education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/critical-discourse-analysis-of-the-terminology-and-definitions-of-multilingual-learners-across-us-policies-vs-the-wida-eld-standards-march-4-2025/602284/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/critical-discourse-analysis-of-the-terminology-and-definitions-of-multilingual-learners-across-us-policies-vs-the-wida-eld-standards-march-4-2025/602284.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article describe the shift from “English learners (ELs)” to “multilingual learners”","Question",{"text":112,"@type":113},"It examines how students are labeled in policy and research, emphasizing that the preferred terminology is “multilingual learners.” The study treats naming as meaningful because it signals ideologies that shape students’ identities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What materials does the study analyze to compare U.S. policies with WIDA ELD Standards",{"text":117,"@type":113},"It analyzes a 50-state set of terminology and definitions for multilingual learners together with the WIDA ELD Standards. 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Policies vs.  \nthe WIDA ELD Standards  \nDai Gu  \nGeorge Mason University  \nUnited States  \n&  \nSujin Kim  \nGeorge Mason University  \nUnited States  \nCitation: Gu, D., & Kim, S (2025) . Critical discourse analysis of the terminology and definitions of multilingual learners across U.S. policies vs. the WIDA ELD standards. Education Policy Analysis Archives, 33(18). [https://doi.org/10.14507/epaa.33.7970](https://doi.org/10.14507/epaa.33.7970)  \nAbstract: This paper explores how “English learners (ELs)” or who we prefer to call“multilingual learners” are labeled and positioned in policy documents and leading education research documents respectively. Attending to the urgent call for serving the growing number of linguistically and culturally diverse learners, this study delves into the definitions and implications of the basic terminology referring to these learners. Specifically, a 50-state terminology and definitions for multilingual learners as well as the WIDA ELD Standards are examined using critical discourse analysis. The findings reveal contrastive positioning of multilingual learners in policies and research. Deficit-based terms, widely used in policies, are reflective of the monolingual English-only ideology in U. S. schools, which is inconsistent with research and obstructs multilingual learners’ access to equitable education.  \nKeywords: critical discourse analysis; multilingual learners; terminology; WIDA; U. S. policies  \nJournal website: [http://epaa.asu.edu/ojs/](http://epaa.asu.edu/ojs/ Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/ Manuscript) received: 28/6/2024  \nFacebook: /EPAAA Revisions received: 9/2/2024  \nTwitter: @epaa_aape Accepted: 21/2/2025  \nEducation Policy Analysis Archives Vol. 33 No. 18 2  \nAnálisis crítico del discurso sobre la terminología y las definiciones de los estudiantes multilingües en las políticas de EE.UU. frente a los estándares de desarrollo del idioma inglés de WIDA  \nResumen: Este artículo explora cómo los “aprendices de inglés (ELs)” o, como preferimosllamarlos,“aprendices multilingües” son etiquetados y posicionados en documentos de políticas y en los principales documentos de investigación educativa, respectivamente. En respuesta a la urgente necesidad de atender al creciente número de aprendices lingüística y culturalmente diversos, este estudio profundiza en las definiciones e implicaciones de laterminología básica que hace referencia a estos aprendices. Específicamente, se examinan las definiciones y la terminología de los aprendices multilingües en los 50 estados, así como los Estándares de ELD de WIDA, utilizando análisis crítico del discurso. Los hallazgos revelan un posicionamiento contrastante de los aprendices multilingües en las políticas y la investigación. Los términos basados en déficit, ampliamente utilizados en las políticas, reflejan la ideologíamonolingüe exclusiva en inglés en las escuelas de EE. UU., lo cual es inconsistente con la investigación y obstruye el acceso de los aprendices multilingües a una educación equitativa. Palabras-clave: análisis crítico del discurso; aprendices multilingües; terminología; WIDA;  \npolíticas de EE.UU.  \nAnálise crítica do discurso sobre a terminologia e as definições dos alunos multilíngues nas políticas dos EUA versus os padrões de desenvolvimento da língua inglesa da WIDA  \nResumo: Este artigo explora como os “aprendizes de inglês (ELs)” ou, como preferimoschamar,“aprendizes multilíngues” são rotulados e posicionados em documentos de políticas enos principais documentos de pesquisa educacional, respectivamente. Atendendo ao urgentechamado para atender o número crescente de aprendizes linguisticamente e culturalmen","cbCaiuFK0SpNvr68","https://ap.wps.com/l/cbCaiuFK0SpNvr68","pdf",361822,22,"English","# Abstract\n# Keywords\n# Terminology and Definitions in U.S. Policies vs. WIDA ELD Standards\n## Labels for multilingual learners\n## Ideological implications of naming","[{\"question\":\"How does the article describe the shift from “English learners (ELs)” to “multilingual learners”\",\"answer\":\"It examines how students are labeled in policy and research, emphasizing that the preferred terminology is “multilingual learners.” The study treats naming as meaningful because it signals ideologies that shape students’ identities.\"},{\"question\":\"What materials does the study analyze to compare U.S. policies with WIDA ELD Standards\",\"answer\":\"It analyzes a 50-state set of terminology and definitions for multilingual learners together with the WIDA ELD Standards. The comparison is conducted using critical discourse analysis.\"},{\"question\":\"What key finding does the paper report about how multilingual learners are positioned\",\"answer\":\"The findings reveal contrastive positioning: policy commonly uses deficit-based terms that reflect a monolingual English-only ideology, which is inconsistent with research and obstructs equitable educational access.\"}]","Critical Discourse Analysis of the Terminology and Definitions of Multilingual Learners Across U.S. Policies vs. the WIDA ELD Standards - March 4, 2025 | PDF",1792094400,55]