The Voice for MLs
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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!
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!
Dr. Merica Clinkenbeard, NAELPA President 2025-26
President's Message
Fall is my favorite season. I love the colors, football, and everything pumpkin spice! What is most fascinating is the science behind it. The vibrant colors of the leaves were always there. The leaves do not actually “turn.” The tree stops producing chlorophyll, the green pigment color that dominates the leaf. The leaves fall from the tree because it is shedding excess in order to survive the winter. The tree knows it will not be able to produce enough food due to the lack of photosynthesis in the cold and shorter days. What I have always seen as beautiful is actually a tree letting go of what no longer serves it. All this to say, fall is a reminder that endings can also be beginnings. We have been in a “season” of seeing many things that might come to an end. Yet in the wake of that, I have also witnessed the colors revealed in each of us, such as in the recent WIDA, ELPA 21 and NAELPA State Collaboration for Multilingual Policy event. Megan Hopkins said it best by finishing the question, “What can you do tomorrow?” She suggested five actions. Stand on strong ground, raise uncommon truths, don’t wait to be invited, outline your partners, and refuse to do it alone. Leaves fall together, not alone. That’s what makes it beautiful.
With gratitude,
Dr. Merica Clinkenbeard
President, NAELPA
New from NAELPA:
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.
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.
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 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 assets-based nomenclature and helping to make it more standardized in our field and beyond.
For a more detailed description, check out the full NAELPA Asset-Based Terminology statement.
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