Crossing Linguistic Borders: A History and Exploration of Multilingualism and Identity Formation in the Secondary English Classroom

This paper argues that secondary American literature curriculums need to include multilingual texts due to the increasing population of English Language Learners and the negative rhetoric surrounding immigrants in contemporary media. The essay traces the history and intersection of immigration and education policies, which have resulted in achievement gaps and ethnic disparities in schools across the state of Minnesota. The goal of this analysis is to provide a theory-based, defensible case for practical and relevant adaptations of Minnesota State English Language standards through the use of multilingual narratives in an American literature classroom