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--- | --- | --- | --- |\n| Arizona State University |  |  |  |\n| Volume 33 Number 26 | April 8, 2025 |  | ISSN 1068-2341 |\n\nEssential Knowledge for Serving Bilingual Youth: The Perspectives of Adult Former English Learners1  \nManeka Deanna Brooks  \nPortland State University  \nUnited States  \nCitation: Brooks, M. D. (2025) . Essential knowledge for serving bilingual youth: The perspectives of adult former English learners. Education Policy Analysis Archives, 33(26) .  \n[https://doi.org/10.14507/epaa.33.8564](https://doi.org/10.14507/epaa.33.8564)  \nAbstract: This study, framed by dignity-focused language policy and intersectional anti-adultism, investigates how 74 adults misclassified as English learners (ELs) during U.S. K-12 education conceptualize essential knowledge for educating bilingual students. Through semi-structured interviews, participants stressed two key areas for schools that serve bilingual students: recognizing students’ nuanced linguistic histories and acknowledging students as education partners. The findings emphasize centering impacted individuals’ perspectives, advocating for eliminating racial bias in EL policy implementation, and addressing institutionalized adultism in EL policy. Implications include the need for professional learning, policy, and practices prioritizing EL youths’perspectives.  \nKeywords: English learners; language policy; anti-adultism; qualitative; youth voice  \nConocimientos esenciales para atender a jóvenes bilingües: Las perspectivas de adultos exaprendices de inglés  \nResumen: Este estudio, enmarcado en una política lingüística centrada en la dignidad y en un enfoque interseccional contra el adultismo, investiga cómo 74 adultos que fueron clasificados  \n1 This research was funded by the National Academy of Education/Spencer Post-Doctoral Fellowship.  \nJournal website: [http://epaa.asu.edu/ojs/ ](http://epaa.asu.edu/ojs/  Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/  Manuscript) received: 11/2/2024  \nFacebook: /EPAAA Revisions received: 6/1/2025  \nTwitter: @epaa_aape Accepted: 21/2/2025  \nEducation Policy Analysis Archives Vol. 3 3 No. 26 2  \nerróneamente como aprendices de inglés (ELs) durante su educación K-12 en los EE. UU. conceptualizan el conocimiento esencial para educar a estudiantes bilingües. A través de entrevistas semiestructuradas, los participantes destacaron dos áreas clave para las escuelas queatienden a estudiantes bilingües: reconocer las complejas trayectorias lingüísticas de los estudiantes y reconocerlos como socios en la educación. Los hallazgos subrayan la importancia de centrar las perspectivas de las personas afectadas, abogar por la eliminación del sesgo racial en la implementación de políticas para ELs y abordar el adultismo institucionalizado en dichas políticas. Las implicaciones incluyen la necesidad de desarrollar aprendizaje profesional, políticasy prácticas que prioricen las perspectivas de los jóvenes EL.  \nPalabras-clave: aprendices de inglés; política lingüística; anti-adultismo; cualitativo; voz juvenil  \nConhecimentos essenciais para atender jovens bilíngues: As perspectivas de adultos exalunos de inglês  \nResumo: Este estudo, fundamentado em uma política linguística focada na dignidade e em uma abordagem interseccional contra o adultismo, investiga como 74 adultos erroneamente classificados como estudantes de inglês (ELs) durante sua educação K-12 nos EUA conceituamo conhecimento essencial para a educação de estudantes bilíngues. Por meio de entrevistassemiestruturadas, os participantes destacaram duas áreas principais para as escolas que atendemestudantes bilíngues: reconhecer as trajetórias linguísticas complexas dos alunos e reconhecê -los como parceiros na educação. Os resultados enfatizam a importância de centralizar as perspectivas das pessoas afetadas, defender a eliminação do viés racial na implementação de políticas ","cbCaiisewukBmZhb","https://ap.wps.com/l/cbCaiisewukBmZhb","pdf",326465,21,"English","# Abstract\n## Study framing and approach\n## Key findings and implications","[{\"question\":\"How does the study frame its language policy perspective?\",\"answer\":\"It is framed by dignity-focused language policy and intersectional anti-adultism.\"},{\"question\":\"What two areas do participants emphasize for schools serving bilingual students?\",\"answer\":\"Participants stress recognizing students’ nuanced linguistic histories and acknowledging students as education partners.\"},{\"question\":\"What are the policy and practice implications highlighted in the findings?\",\"answer\":\"The study emphasizes centering impacted individuals’ perspectives, eliminating racial bias in EL policy implementation, addressing institutionalized adultism, and prioritizing professional learning and EL youths’ perspectives.\"}]","Essential Knowledge for Serving Bilingual Youth - Adult Former English Learners Perspectives | PDF",1792094411,53]