From policy to practice: addressing language ideologies in the education of Latinx multilingual learners

Abstract

This qualitative study examines how language ideologies shape the implementation of the New York State Education Department (NYSED) Blueprint for English Language Learners (ELL) and Multilingual Learners (ML) Success, with a specific focus on Latinx multilingual students. Through policy analysis and interviews with two teachers and two administrators, findings reveal that monoglossic and raciolinguistic ideologies continue to prioritize English proficiency over multilingualism, limiting the Blueprint’s intended support for linguistic diversity. High-stakes testing, resource inequities, and rigid curricular requirements create systemic barriers that hinder educators’ efforts to implement inclusive multilingual practices. While some teachers leverage translanguaging strategies and community resources to support students, institutional policies largely remain English-dominant, reinforcing linguistic hierarchies. These findings highlight the disconnect between policy ideals and classroom realities, emphasizing the need for context-driven professional development, investment in multilingual resources, and assessment reform to achieve equitable multilingual education.