Academic English Language Screeners: Gatekeepers for Multilingual Learners

Purpose: This article describes the gatekeeping nature of academic English language screeners for multilingual learners. It highlights inequities in current English learner identification practices, advocates for universal academic language screening, and emphasizes the need for teacher training to support academic language development for all students, regardless of home language background. Conclusion: The article argues that more equitable and comprehensive identification practices, paired with strengthened teacher training, are essential to ensure that all students receive appropriate language support and are not disadvantaged by current screening systems.