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.
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!
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!
Dr. Merica Clinkenbeard, NAELPA President 2025-26
President's Message
As I wrap up my time as NAELPA President, I realized a standard message didn't quite fit. If you’re willing… read this like a song…Too late… my term has come, Sent some emails down the line, Led some meetings… most on time. NAELPA… it’s been a ride, From big ideas to late-night calls, And somehow… we did it all. And like any good song, this part was never meant to be sung alone. Megan, you were the president for at least the first half. I still want to call you before I respond to anything important. You always know exactly what to say. David, who almost turned me away at my very first NAELPA conference, and now here we are again. Some things really do come full circle. Kelly, still stepping in and always someone I can count on. Jenna, who spends her time making sure I have checked my email. This will not change. I am sorry. Khalil, I know how you feel about teal, but you look good in it. And we are not giving it up. Somewhere along the way, this stopped being about the role and became about the responsibility. To ensure multilingual learners are not an afterthought, but a priority. To build systems that last beyond any one person. To move from knowing what to do to doing what we know matters. When I introduced myself as Merica, from Hope, it was more than where I am from. It reflects the belief that this work can and should make a difference. As I pass this to Stephanie, I have full confidence in what comes next. This is not goodbye. It is simply the final verse before the next voice leads. Because this work, this organization, and this community are Built to Last.
NAELPA Statement on Support for Assets-Based Terminology
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
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
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
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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