Language & Literacy Education

What’s at Stake for English Learners

The role of funding and resources in English language acquisition

As English becomes the official language of America, more than 5 million English learners face new challenges in their educational journeys. They now must navigate reduced aid in language acquisition support resulting in loss of access to quality learning materials, learning environments, and specialized learning programs.

In this Conversations with the Dean, Dean Penny Bishop is joined by BU Wheelock’s Yasuko Kanno, a professor of language education, and Jennifer Altavilla-Giordano, a lecturer and director of the TESOL Multilingual Learner Education program. Together, they delve into how new policies are reshaping the experiences of multilingual students, TESOL educators, and schools, and what these changes mean for access, inclusion, and educational justice.

Highlights from the Conversation

The impact of federal budget changes

“English learners are typically served under what’s called Title III funding. Right now, Title III funding is not included in the next fiscal year’s budget. It’s unclear whether the funding will be distributed, reduced, or eliminated altogether. This has huge ramifications for schools, districts, and states. . . . If that money doesn’t come through, some of these initiatives may not be able to happen at all, or they may need to be implemented in a completely different form.”

Jennifer Altavilla-Giordano

How loss of funding impacts teachers

“Without funding for conferences, professional development, coaches, or even staff support, teachers may have to pick up the slack to continue initiatives they’ve been running. Given the pressures teachers already face, that’s really worrisome. Overall, the stakes are high as responsibilities shift toward local control and the state level—whether it’s around program models, accountability, or funding.”

Jennifer Altavilla-Giordano

Support of ELs with disabilities

“It’s quite well known that for multilingual learners with disabilities, special education often takes priority over English learner services. Special education services tend to be prioritized because there are only so many hours in a school day, and schools have to allocate time and resources. I do worry that English learner services may become even further deprioritized with this political shift, meaning that multilingual learners with disabilities could receive even less support for language acquisition.”

Yasuko Kanno

Conversations with the Dean are a series of webinars hosted by Dean Bishop that explore some of the most pressing topics in education. Learn more about Conversations with the Dean.