What is Emergent Bilingual

1.

Children who know one language at home (HL) and who are acquiring English (societal language) at school. Learn more in: Role of Immigrant Parents' Attitudes and Practices in Emergent Bilingual Students' Language Use and Translanguaging Performance

2.

Learners who are in the developing stages of acquiring their native language (L1) and/or a second language (L2), and who have the ability to tap into both languages as resources. This term is used as a way to reject the deficit-oriented terminology of limited English proficient (LEP), English language learner (ELL), English learners (EL) or English as a second language (ESL) students. Learn more in: Understanding Diverse Bilingual Learners: The Need for a Transdisciplinary Lens

3.

Federal and state governments have struggled to find adequate terms to describe bilingual students as a group. Limited English Proficient (LEP) and English Language Learners (ELLs) are two terms that have been widely used by schools to describe this group. However, according to bilingual researchers, these terms fail to capture the value of the student's bilingualism. Emergent bilingual signifies a positive description of these students as it indicates that the student is learning in two languages, and that both languages are of value. Learn more in: Towards Social Justice Through Arts and Language-Based Learning

4.

A student who is proficient in their home language and is gaining proficiency in English in school. Learn more in: Equity for Emergent Bilinguals: What Every Teacher Needs to Do

5.

A term used to describe school-age students who speak languages other than English that emphasizes their developing bilingualism, in contrast to deficit terms like limited English proficient or English language learner than focus solely on students’ abilities in English with no regard for other languages students may speak or understand. Learn more in: Skippyjon, Spanglish, and Stereotypes: Engaging and Analyzing Authentic Latinx Children's Literature With Preservice Teachers

6.

Students who are learning English in school, highlighting their potential in developing bilingualism. Learn more in: Professional Learning Recommendations for Teachers of Late-Entering Newcomers With Interrupted Formal Education

7.

Children who know one language at home (HL) and who are acquiring English (societal language) at school. Learn more in: The Language Use of a Bilingual Korean Teacher and Bilingual Korean Students in a Korean Heritage Classroom

8.

The continual growth of more than one language over the course of a person’s lifetime. Learn more in: Universal Design for Learning Enables Significant Learning in Digital Courses

9.

This term has been proposed as a more appropriate term than LEP or ELL , because it points to possibilities of developing bilingualism rather than focusing on language limits or deficiencies (Fleischer, 2017). Learn more in: Mi Lengua Madre

10.

Emergent bilingual refers to a person who is engaging in dynamic bilingualism across their linguistic repertoires. Learn more in: Exploring Literatura Fronteriza as Luminal Spaces for Bilingual Teachers

11.

An asset-based term that refers to an individual’s ability to develop their bilingualism. This term replaces other labels like English learner in order to advance equity by highlighting the resources bilingual youth bring to the classroom. Learn more in: Multilingual Youth Perspectives on Humanizing Core Practices

12.

A person who is continuously acquiring and using English and has resources and potential to develop bilingualism. Learn more in: Distributing Leadership Within Rural Schools: Sharing Responsibility for Diverse Student Needs

13.

One who is in the process of acquiring a second language. Learn more in: Keys to Understanding the Writing Development of Emergent Bilingual Students

14.

A pupil who has acquired a language at home or in another country, but is subsequently acquiring another, probably in school. Learn more in: Negotiating and Navigating Plurilingual Classroom Citizenship: Social Cohesion and Functional Multilingual Learning