The number of students identified as English learners (ELs) in the U.S. has risen in the last two decades. Approximately 10% of the K–12 student population is identified as ELs. These students are not a monolithic group. They come from diverse ethnic groups, home languages, socioeconomic statuses, backgrounds, and experiences. Ultimately, schools that serve them are to provide equitable access to education. Included in that population are ELs who either become Black upon their arrival in the U.S. or have an additional identity that includes being Black in the U.S. In 2013, the United States Department of Education Office of English Language Acquisition (OELA) and the White House Initiative on Educational Excellence for African Americans (WHIEEAA) listed the top languages spoken by Black ELs as Spanish, French Creole, and French. Additionally, states with the highest concentration of Black ELs include Maine, Vermont, and Mississippi.
Purpose
This article explores the experiences of Black ELs, whether foreign born or native to the U.S., as they strive to achieve academic language necessary for becoming proficient in English. Recommendations for educators who serve Black ELs will be included since creating and sustaining a shared sense of responsibility for this traditionally marginalized student population is imperative.
Conclusions/Recommendations
Implications and recommendations for educators of Black English learners include a focus on critical pedagogy, an increase in educator awareness and intentional advocacy.
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