English is not all that matters in the education of secondary multilingual learners and their teachers

Abstract

Utilizing the critical race theory (CRT) construct of majoritarian stories and the already identified story of English-is-all-that-matters in the education of multilingual learners and their teachers, this study illustrates the influence of this powerful narrative in classroom practice. By promoting English-only instruction, maintaining a limited perspective of what it means to know English, and treating multilingual learners as if they were monolingual, this study demonstrates that multilingual learners' educational opportunities are being limited through a persistent and unhelpful overemphasis on English.