Educating Emergent Bilinguals: What to Know

By: Michaela Parisi, PhD

Missouri has more emergent bilingual students enrolled in public schools than ever before. The total count is nearly 40,000 as of 2024 – an increase of 28 percent since 2017. Are the state’s public schools ready to meet their needs? 

Before we ponder this question, let’s start with the basics. 

What is an “Emergent Bilingual”?

As we discuss in a new brief published by the PRiME Center, a student is considered an “emergent bilingual” when they speak another language as their primary language at home. Their English proficiency is growing. It should be noted that Missouri’s Department of Elementary and Secondary Education (DESE) uses the term “English Language Learner” (ELL) for students with a home language other than English. 

How do public schools serve emergent bilinguals?

Schools are legally required to provide a meaningful “appropriate education” to EB students regardless, of their level of language proficiency. In addition to providing English language instruction, schools must ensure EB students have meaningful access to the same curriculum as all other students in their native language. 

What is an “appropriate education”?

In Castañeda v. Pickard  (1981), the court defined “appropriate education” for EB students as instruction that meets three criteria: 

1. It is founded on a sound educational theory

2. It is executed effectively with adequate resources and personnel

3. It is assessed to ensure effectiveness in helping students overcome language barriers.

EBs are a diverse group of students with individual, distinct needs. It’s important to keep in mind that students who are considered emergent bilinguals do not have a disability; quite the opposite. These students are often learning a second or third language far ahead of their peers. When it comes to everyday schoolwork, they must not only comprehend the subjects at hand, but must do so in a language that is not their native language. They’re efforts should be acknowledged and accommodated. 

School is often more challenging for emergent bilinguals – not just academically. They sometimes face social isolation, or do not have a teacher effectively trained in language acquisition. The assessments given to other, English-native students may not be appropriate for them. The result of these challenges is that EBs have lower graduation rates, lower scores on standardized assessments, and are less likely to enroll in postsecondary education than non-EL students. 

Every student deserves an education that propels them to success and meets their individual needs. That’s why understanding the size and needs of the emergent bilingual population is so key. 

To read more about Emergent Bilinguals in Missouri, read our report here.

Published April 2026.

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