Visibility for Indigenous Students and Their Languages: Analysis of Home Language Data in Federal Reports across Seven U.S. States

Karen Zyskind, Meagan Dorman, Yessenia Medina and Gabriela Pérez Báez ()
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Karen Zyskind: Department of Special Education and Clinical Sciences, University of Oregon, Eugene, OR 97403, USA
Meagan Dorman: Department of Special Education and Clinical Sciences, University of Oregon, Eugene, OR 97403, USA
Yessenia Medina: Department of Special Education and Clinical Sciences, University of Oregon, Eugene, OR 97403, USA
Gabriela Pérez Báez: Language Revitalization Lab, Linguistics Department, University of Oregon, Eugene, OR 97403, USA

Social Sciences, 2024, vol. 13, issue 8, 1-25

Abstract: There is an increasing number of children in the U.S. classified as English Learners (ELs). Accurately identifying and supporting ELs in their academic settings entails understanding their non-English language experiences. This study presents findings from language reporting practices from seven U.S. states by examining how states account for the linguistic diversity of Indigenous Mesoamerican languages. Our findings reveal varied state approaches and underscore the limitations of current federal guidance, which limits the recognition of students’ non-English language experiences. We advocate for updating language identification practices and policies and propose a new framework for accurate language identification and continuous monitoring of student linguistic diversity.

Keywords: English learner; linguistic diversity; Mesoamerican languages; Indigenous languages (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2024
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