Rethinking Multilingualism: A Comprehensive Overview of Definitions, Policies, and Educational Practice in North Carolina Schools

This study examines how multilingualism is defined, implemented, and experienced within North Carolina’s K–12 schools. Drawing on a comprehensive literature review, policy analysis, and statewide demographic data, the study conceptualizes multilingualism as a dynamic and repertoire-based practice shaped by identity, culture, and context. The analysis maps the distribution of Dual Language Immersion (DLI) Programs—across North Carolina and highlights disparities between English Learner (EL) enrollment patterns and access to additive bilingual pathways. Findings indicate that while North Carolina has significantly expanded its DLI infrastructure, access remains uneven, with ESL serving as the default placement in many districts despite strong evidence supporting long-term bilingual models. Framed through critical language theory and asset-based orientations to language, the study underscores how language policy structures educational opportunity and offers recommendations for advancing more equitable multilingual education pathways statewide.