As districts prepare for the upcoming school year, one reality is clear: the future of Title III funding, the only federal funding stream specifically dedicated to multilingual learners, is uncertain. While no long term changes have been enacted, the current response to this reality, in many systems, has been a kind of freeze —a pause in planning, marked by hesitation and a wait-and-see approach. Districts are wary of investing in programs or staffing tied to funding that may shift. While this instinct to pause is understandable, the needs of multilingual learners haven’t paused. Inaction may feel like the safe choice, but this moment calls us to reframe our intentionality and shift our perspective, from being frozen by uncertainty to focusing on what we currently do know and can act on.
Because English learners now make up 1 in every 4 students in today’s classrooms (NEA, 2024), they are already recipients of support through other federal Title programs—particularly Titles I, II, and IV. These students are no longer a small, specialized subgroup; they are a central and growing part of the educational landscape. That reality brings both a responsibility and an opportunity: to ensure that multilingual learners are intentionally considered and centered in how we use all available funding. To overlook ELs in Title I, II, or IV planning is more than a missed opportunity—it reflects a disconnect from the everyday realities of our classrooms.
While Title III remains the only funding stream specifically dedicated to English learners, it was never designed to work alone. As we await further clarity on Title III’s future, this moment offers more than just a strategy shift—it prompts a necessary reflection: English learners should have always been meaningfully considered across all facets of federal program planning—and even more so now.
This moment calls for alignment, intentionality, and leadership. Whether Title III is ultimately sustained, reduced, or restructured, our commitment to equity, access, and opportunity for multilingual learners must remain constant. To be clear: Title III is vital—it plays a critical role in funding supplemental services that directly support EL success. But we do ourselves—and our students—a disservice when we treat Title III as the only space where multilingual learners are considered.
The opportunity to consider ELs as recipients of funding, beyond Title III, is now. Instead of staying stuck in uncertainty, we can take meaningful action as we wait. We can choose to plan proactively, using the full range of federal Title programs to ensure that ELs are not overlooked or siloed to only Title III. Waiting for perfect clarity shouldn’t delay purposeful support. English learners are here now. As the multilingual population continues to grow, they deserve to be reflected in every decision we make.
How Districts Can Strengthen EL Support Using Current Funding
In this planning season, districts can strengthen their multilingual learner programming by leveraging Title I, Title II, and Title IV in targeted, coordinated ways.
Title I: Meeting Academic Needs
- Use Title I funds to support ELs who are also identified as academically at risk.
- Provide extended learning opportunities (e.g., tutoring, after-school programs) with embedded language scaffolds.
- Include EL needs in school improvement plans and intervention models.
Title II: Building Educator Capacity
Invest in professional development focused on:
- Academic language development
- Differentiated instruction and scaffolding strategies
- Culturally and linguistically responsive teaching
- Supporting co-teaching models and collaborative planning time between EL and general education teachers.
Title IV: Creating Equitable, Well-Rounded Learning Environments
- Fund programs that promote digital access, SEL (social-emotional learning), and student well-being with EL-specific supports.
- Encourage the use of tools and resources that affirm students’ home languages and cultural identities.
- Support dual-language or enrichment programs when possible.
What Educators and Leaders Can Do Now
| Action Step | Why It Matters |
| Forecast conservatively | Plan budgets assuming flat Title III funding, not increases. |
| Cross-train Title teams | Ensure federal program coordinators collaborate on planning for EL supports. |
| Make ELs visible in all funding plans | Center multilingual learners in schoolwide planning, not siloed to Title III funding or as an afterthought. |
| Document impact | Track and share stories and data that show how integrated funding supports EL progress. |
While Title III is currently most vulnerable, all Title programs are susceptible to restructuring, flatlining, or underuse—especially in the context of shifting federal priorities. That’s why coordinated, EL-conscious planning across all Titles is both urgent and strategic.
The Bigger Picture
Uncertainty around any single funding stream should not shake our shared commitment to multilingual learners, especially in the general education space. ELs are not guests in our classrooms—they are core members of our learning communities. That means their needs must be reflected in how we plan, fund, and deliver all instruction.
While the future of Title III is still unfolding, the responsibility to serve English learners well is ever-present. With thoughtful coordination, strategic use of existing resources, and an unwavering commitment to equity, we can continue to move forward—for our students in general education spaces—regardless of what shifts may come
Understanding Funding Limitations:
While Titles I, II, and IV can meaningfully enhance EL support across a range of areas, program-specific investments—such as dual language models—often depend more heavily on Title III or dedicated state funding. These programs are not supplementary—they are standalone models that require long-term planning, sustained leadership, and stable investment.
For dual language education, this is a pivotal moment. The fate of Title III and similar state supports may determine whether these programs expand, stall, or disappear from some districts.
What educators and leaders can do now regarding the reality of dual language education:
- Keep dual language visible in district goals and strategic plans
- Advocate for funding stability at both the state and federal levels
- Highlight local success stories and community support for bilingual programs
Dual language education occupies its own vital space in the multilingual learner ecosystem. While funding for these programs remains constrained, a proactive action we can take is to keep dual language programs at the center of our vision—and on the radar of those who shape policy.
