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

Moldenhauer, Nathan David

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

Description

Title

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

Author(s)

Moldenhauer, Nathan David

Issue Date

2025-11-26

Director of Research (if dissertation) or Advisor (if thesis)

Hood, Denice W

Doctoral Committee Chair(s)

Hood, Denice W

Committee Member(s)

• Davila, Liv
• Lee, Sharon
• Velazquez, Mirelsie

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• teacher beliefs
• terminology
• English learner

Language

eng

Abstract

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.

Graduation Semester

2025-12

Type of Resource

Thesis

Handle URL

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

Copyright and License Information

Copyright 2025 Nathan Moldenhauer

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