The Voice for Multilingual Learners
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NAELPA Membership
The National Association of English Learner Program Administrators (NAELPA) serves as the voice of multilingual learners (MLs), representing State Education Agencies (SEAs) and Local Education Agencies (LEAs) across the United States.
We are small enough to hear individual voices, yet powerful enough to be heard as a whole. The organization provides its members with direct contact to the change agents in each state and at the Federal level. With two-way communication between the council and the decision makers, our voice can be heard.
Join today and be part of the voice!
Stephanie Vogel, NAELPA President 2026-27
President's Message
President's Message
If you've found your way here to the NAELPA website, you're likely looking for something: professional guidance, opportunities to learn, or the latest on policy shifts affecting multilingual English learners. You're in the right place. Joining NAELPA has been one of the most impactful decisions of my career, and I'm honored to serve as president this year.
We have several transitions on our board to share. Megan Alubicki Flick has completed her term as past-president and therefore is rolling off presidential succession and the Advisory Board. This was her second time completing this four-year commitment, a signal of her dedication to our organization and its mission. As our 2026 Sustaining Contributions Award winner, Megan will be missed in succession, but won’t be far from us; she’s been appointed as co-chair of the AMPP committee. Merica Clinkenbeard, now six days into her past-presidency, steps into Megan's former seat on the Advisory Board and will bring her own flair. Khalil El-Saghir moves from VP to president-elect or, as I am working to socialize, gentleman-in-waiting; a year from now, I know I’ll feel confident in handing the presidential role to him. And we're thrilled to welcome Maria Rodriguez of Delaware as our incoming vice president.
We're also grateful to David Rogers, who has completed his three-year term as a Board advisor. Filling that seat, we're lucky to welcome Danielle Staudt, Executive Director of TESOL, who brings valuable organizational leadership and strategy experience. Dr. Ivanna Mann-Thrower Anderson, who recruited me as part of the membership committee, has stepped down as AMPP Committee co-chair to return to her first love, supporting membership. Erica Sponberg and Nicole Leach have stepped down from committee co-chair positions, and we thank them for their dedication and continued support of NAELPA while they take on new and exciting roles. We welcome Angie Goetz and Yvonne Williams as LEA committee co-chairs. And if you haven’t heard, NAELPA finally has a Dual Language/Bilingual Education committee being led by Kristin Percy-Calaff and Grazzia Mendoza Chirinos.
These are just a few of the many educators, researchers, administrators, and advocates who make NAELPA strong. I'm grateful to all of them and a special thank you to our partners and sponsors, without whom none of this would be possible.
NAELPA Statement on Support for Assets-Based Terminology
NAELPA Statement on Support for Assets-Based Terminology
It is important to NAELPA to use asset-based terminology when referring to our work and the population of students we serve. We acknowledge that the current name of this organization, The National Association of English Learner Program Administrators (NAELPA), uses the term English Learner (EL), which is considered deficit-based. With current federal legislation using English Learners (ELs) to identify this population, the NAELPA Board will continue with this usage for clarity purposes in the short term. The term NAELPA prefers is Multilingual Learner (ML), which the organization views as a more asset-based term. NAELPA will take an active role in advocating for the wider use of asset-based nomenclature and helping to make it more standardized in our field and beyond.
Position Statement Regarding Language, National Origin, and the Provision of Language Access Services in Education
This document summarizes a July 14, 2025 DOJ memorandum implementing Executive Order No. 14,224, which designates English as the official U.S. language. The memo rejects disparate impact as a basis for discrimination claims and suggests limiting language access services in some contexts. NAELPA disagrees, emphasizing that laws like the EEOA, ESSA, and IDEA require language support for English learners and their families, and affirms the need to continue providing these services to ensure equal educational access.
Talking Points: The Benefits and Assets of Multilingualism for School and Community Leaders
Talking Points: The Benefits and Assets of Multilingualism for School and Community Leaders
This document, developed by NAELPA’s Local Education Agency (LEA) committee, is intended to support LEA leaders by providing objective data and evidence-based information to advocate for ML and multilingual family education and support programs. It may be especially useful when addressing resistance from stakeholders—such as school board members, finance committees, parents, policymakers, taxpayers, and other community leaders—who may question or challenge the allocation of funding for these initiatives and the importance of promoting multilingualism in our schools.
Talking Points for Discussing Supports for Multilingual Learners with State Policymakers
Talking Points for Discussing Supports for Multilingual Learners with State Policymakers
As recent executive actions reduce federal oversight and support for multilingual learners (MLs), talking points developed by NAELPA’s Advancing Multilingual Policy and Practice Committee are intended to help educators, administrators, and advocates communicate why federal resources have been so important and what states can do to fill gaps. While many states are strongly equity-focused, these talking points target policymakers in state legislatures and education agencies who are less informed about ML education. Topics include civil rights, funding, data, and accountability.
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