The terminology takedown of the past few weeks has positioned diversity, equity, and inclusion (DEI) at the center of a political target, and as someone in the field of multilingual learner education, where our work extends from these very concepts, I find myself considering a paradox. The very words meant to represent fairness and justice are being weaponized, assigned new meaning, and, in some cases, erased altogether. Grant applications are rejected based on terminology, course titles are sanitized to avoid triggering controversy, and so many corporations who have claimed to champion DEI are being revealed as fair weather friends of justice.
But here’s the rub (or perhaps the balm): all words are representatives, stand-ins for those abstract but important concepts: diversity, differentiation, inclusion, engagement, collaboration... The names never were the work. Yet, if we are being ugly-honest with ourselves, haven’t we all, at one time or another, believed in [insert lofty education goal here] but succumbed to immensity of these ideas? We collaborate, but do we collaborate? We differentiate, but doooooo we? In an (albeit slightly desperate) attempt to glean the silver-ish lining from these dark days, I propose this setback becomes our challenge - to make this the moment to commit to the daily actions that demonstrate these principles and not simply espouse them as noble ideals. Words can will be debated, censored, and distorted. Actions, however, are where the work is brought to life.
From Rhetoric to Reality
Education is replete with what I’ll call ‘full-sky’ words– locutions that paint a beautiful yet fuzzy picture but often remain way up at 30,000 feet. They show themselves in lofty mission statements, sweeping commitments, and broad declarations. Professional learning for educators is one area guilty of flying high in the ether, often failing to translate concepts into the daily practices teachers, school leaders, and policymakers need to move the needle. When we say we are committed to "equitable access" for multilingual learners, for example, what does that actually mean to a math teacher in her 6th grade classroom? How does a principal operationalize equity for ELs in scheduling, family contact and curriculum adoption? How do students experience equity in real time, in real classrooms? And are we ensuring they do?
If DEI is wrong, I don’t want to be right.
JK. It’s not wrong. But… where it’s a performative exercise in branding rather than a tangible force for systemic change, we need to pivot. Not to abandon the principles, but to double down on their practical application. This is a call to:
Get Real: Remember ‘ugly honest’? Consider if yours are abstract commitments and interrogate what equity looks like in actual classrooms, lesson plans, hiring decisions, and policy changes. Stand for that. Buzz words or not.
Get Focused: Identify specific strategies that promote access, opportunity, and success for marginalized students, rather than relying on broad statements of intent.
Get Specific: Speak, learn and support educators in terms of concrete examples of instructional practices, assessment models, and engagement strategies that create pathways for all students to thrive.
Equity in Practice: What Does It Look Like?
For multilingual learners, equitable access to education is not just about policy declarations; it’s about the choices made in the moment, every single day, by educators who determine whether students will truly be included or merely there. Here are some ways equity plays out in real terms:
Scaffolding Content Without Simplification: Teachers using multiple entry points into rigorous content, rather than defaulting to watered-down versions of curriculum. Hint: lean into UDL here.
Emphasizing Interaction Over Translation: Creating opportunities for multilingual learners to engage with peers in meaningful discussions, rather than relying solely on translated materials that isolate them from authentic learning experiences.
Assessing Language and Content Together: Designing assessments that allow students to demonstrate their knowledge even as they acquire English, ensuring language barriers do not equate to academic barriers.
Leverage All Linguistic Repertoires: Encouraging students to use their full linguistic resources by incorporating translanguaging* strategies, and metalinguistic strategies, allowing students to think, process, and communicate in multiple languages as they engage in learning activities.
Building Inclusive School Cultures: Ensuring families of multilingual learners feel welcomed and informed, not just through translated documents, but through intentional outreach, engagement, and leadership opportunities.
Diversity in Action: School lunch menus reflecting the cuisines of students and staff from different backgrounds, classroom libraries stocked with books featuring diverse characters and authors, and school celebrations that honor a variety of cultural traditions.
Walking the Talk
Are we ready to stop debating words and start doing the work? Are we willing to shift from performative DEI to substantive, on-the-ground change that reshapes classrooms and schools for the better?
To me, this sliver of silver is a moment of reckoning and an opportunity to challenge ourselves to ensure those ‘full-sky’ words become real, measurable, and unavoidable—not through rhetoric, but through action. The sky is beautiful from the ground.
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