Terms and Definitions

Multilingual Learners (MLs) are students who regularly use, or have been raised with, more than one language. Massachusetts Department of Elementary and Secondary Education (DESE) has embraced the term 🔗 “ML” as part of a shift toward recognizing linguistic diversity as an asset rather than a deficit. The term ML recognizes and values students' home languages and cultures as strengths and helps to emphasize the importance of literacy and proficiency in multiple languages.The ML category encompasses many different groups of students, including: English learners (EL), former English learners (FEL), students whose first language is not English, world language learners, and students in dual language programs.DESE is continuing to also use the term EL for “legal compliance, data reporting, and other EL related purposes” and because EL remains the term used in federal and state law, regulations, and policies.A note on terminology: You may still hear the older terms ESL (English as a Second Language) and ELL (English Language Learner) used to describe this population. These terms have largely fallen out of favor for a few reasons:ESL assumes English is a student's second language, but many students are multilingual and speak two, three, or more languages before English, making English not their "second" language.ELL is considered somewhat redundant, since "learner" already implies the act of learning; pairing it with "language learner" restates the concept. EL ("English Learner") conveys the same meaning more concisely.In addition both terms are deficit based as they focus on what a student lacks or is still working on. Photo Credit: Massachusetts Department of Elementary and Secondary Education

Immigrant-origin refers to students who are immigrants themselves or who are the children of at least one immigrant parent.Today in the United States, one in four students are immigrants or the children of immigrants. Immigrant-origin students are a highly diverse group, spanning a wide range of national backgrounds, home languages, cultural identities, legal statuses, and generational experiences in the U.S. It is important to note that immigrant-origin status does not indicate English proficiency level or academic preparation. Many immigrant-origin students are fully English proficient, were born in the United States, and have never lived outside of it. Others may be English Learners (ELs), newcomers, or students with limited or interrupted formal education (SLIFE). The term is intended to capture the shared familial and cultural context that can shape a student's experience in school, not to imply a single set of academic needs.Using an immigrant-origin lens encourages schools and districts to recognize and build on the linguistic assets, cultural wealth, and resilience that these students and their families bring to school communities.

A student, typically an immigrant, who is in the early years of U.S. schooling, with the exact timeframe varying by definition and district.“Newcomer” is frequently used as an umbrella term for immigrant students in their first years of U.S. schooling. Massachusetts Department of Elementary and Secondary Education (DESE) defines newcomers as students who are: English learners “in their first year in U.S. schools.” This definition is used for data reporting. The federal definition, according to the U.S. Department of Education’s Newcomer Toolkit 🔗 (June 2023), defines newcomers more broadly as students who were born outside of the U.S., are learning English, and have arrived to the United States within the last three years.Newcomers have a wide range of socioeconomic backgrounds, legal statuses, home languages, cultural identities, and prior schooling experiences. At the local level, districts may use their own criteria in providing services to newcomers. Some districts consider immigrant students “newcomers” for shorter or longer periods of time: from 1 year to 10 years. Some districts might also consider students born in the U.S., but who have spent most of their childhood in a foreign country, to be newcomers. Many newcomers will be English Learners, but some newcomers might enter school with proficiency in English.

A student whose home language is not English and who is in the process of developing the English proficiency needed to fully engage in grade-level instruction in U.S. schools.ELs are identified through a home language survey at enrollment and an initial English language proficiency assessment. Schools are required to provide ELs with daily support in English language development (ELD) instruction and to reassess their proficiency in English on an annual basis (the annual test in Massachusetts and some other states is called the WIDA ACCESS test).  The EL population represents a wide spectrum of English proficiency, from students with no English skills to those refining advanced academic language. Federally, the term "English learner" is defined as a student ages 3 to 21 who comes from one of three backgrounds: (1) they were not born in the United States or their native language is not English; (2) they are a Native American, Alaska Native, or native resident of the outlying areas whose English proficiency has been significantly impacted by exposure to another language; (3) or they are migratory, have a native language other than English, and come from an environment where another language is dominant. Additionally, their difficulties in speaking, reading, writing, or understanding English must be significant enough to hinder their ability to meet State academic standards, succeed in English-language classrooms, or participate fully in society.

Long-Term English Learners (LTELs) have been classified as English learners for 6 years or more and have not yet demonstrated advanced academic proficiency in English.While many LTELs have strong oral English skills, they continue to struggle with the academic language needed for reading complex texts, writing analytically, and mastering subject-specific vocabulary. Since newcomers are students in their first three years in U.S. schools, by definition they cannot be LTELs. However, former newcomers who arrive in elementary school may ultimately join this category of students if they do not receive adequate academic support.The federal government defines LTELs as students who have been ELs for 6 years or longer. LTELs are not an officially reported student group in Massachusetts for data and accountability purposes, but the MA Department of Elementary and Secondary Education sets the expectation that ELs will attain English language proficiency within a six-year period. Read more about MA DESE’s resources for LTELs 🔗.

A student who was previously identified as an English Learner (EL) and has since demonstrated sufficient English language proficiency to be reclassified as English proficient.Students are reclassified based on performance on the annual WIDA ACCESS proficiency assessment. In MA, a student is reclassified as FEL when they have reached an overall score of 4.2 or more and a composite literacy score of 3.9 or more on WIDA ACCESS. For students who take the WIDA Alternate ACCESS assessment, they must achieve a specific score on the assessment and on an observation form completed by both their special education teacher and ESL teacher. Once reclassified, students are no longer entitled to the same level of mandated EL services.  In MA, FELs' progress must be monitored for 4 years after they exit EL status.FELs represent an important and often overlooked population. Reclassification is a meaningful milestone, but it does not mean a student has fully closed all academic language gaps. Many FELs continue to develop the advanced reading, writing, and content-area language skills needed for college and career readiness.Massachusetts DESE includes FELs within the broader category of Multilingual Learners (MLs), recognizing that reclassified students retain the linguistic assets and multicultural experiences that shaped their education.

A student whose first or home language is one other than English.FLNE describes a student's linguistic background rather than their current English proficiency level. A student can be FLNE and also be fully English proficient, a current EL, or a Former EL—the term simply identifies that a language other than English was the student's first language.

A student with a cultural or family connection to a language other than English.Heritage Language Learners may have grown up hearing or speaking the language at home or with relatives, but their proficiency can range widely from fully bilingual to understanding only a few words. Unlike World Language Learners, their connection to the language is personal and familial rather than purely academic.

A student enrolled in a dual-language or two-way immersion program.Dual Language Learners receive instruction in two languages (for example, English and Spanish) with the goal of building biliteracy and bilingualism. These programs are geared towards students whose first language is English and for students whose first language is a non-English language, with the aim of all students becoming proficient in both.

A student enrolled in a world language course as part of their academic curriculum.World Language Learners are studying a language such as Spanish, Haitian Creole, Portuguese, or Khmer as an academic subject, similar to how students study math or science. This is distinct from English Learners, who are acquiring English out of necessity to access instruction in U.S. schools.

Students with Limited or Interrupted Formal Education (SLIFE) have experienced disruptions in their schooling prior to enrolling in U.S. schools and are below-grade level in home language literacy.This group includes students who may have missed several years of formal education, had inconsistent access to schooling, or attended schools with limited resources or instruction. Students might have missed school because of war and conflict or because of economic barriers or migration. They may have limited familiarity with U.S. classroom expectations and academic structures. These students may perform at 2+ years behind in grade level. They are likely to benefit from a tailored approach to acculturation, academic skills development, and English language instruction.In Massachusetts, to be designated as a SLIFE, students must meet the following criteria: The student is an English learner.The student is 8 to 21 years old.The student enrolled in a U.S. school. after grade 2 or exited the U.S. for 6 months or more and did not attend school during this time.Prior exposure to formal schooling is characterized by one of the following:No formal schooling;Significant interruptions in formal schooling;Consistent but limited formal schooling (e.g., school days were significantly shorter).The MA Department of Education encourages districts to use holistic approaches to determine students' gaps in education. For More, check out: SLIFE Page 🔗, Massachusetts Department of Elementary and Secondary Education *Note for Schools and Districts: When a student is identified as SLIFE, the district should indicate this designation in the student's school profile, cumulative folder, and on SIMS field DOE041 to help facilitate provision of appropriate supports and services.  Check out DESE’s SLIFE Toolkit 🔗.

Multilingual learners with disabilities are students who speak or are developing more than one language and have an identified disability. This group includes students with a varied range of needs, including sensory, physical or developmental disabilities. Some students may have IEPs or 504 plans, while others may not require either.