“It Was Embarrassing to be Labeled English-Only”: Rethinking the English-Only Label in Dual Language Bilingual Education

In dual language bilingual education (DLBE), labels such as “English speakers” or “English-dominant” are often treated as neutral but can obscure complex linguistic identities, particularly for students from families that have experienced intergenerational language loss. Drawing on cultural violence theory and critical consciousness, this paper argues that such labels reinforce linguistic assimilation and misrepresent students reclaiming their heritage languages, especially those less commonly taught. Building on personal observation and theoretical analysis, I propose the term Heritage Language Reclaimers as a justice-oriented alternative that recognizes agency, resilience, and intergenerational efforts toward language recovery. In doing so, the paper contributes to and extends scholarship advocating more humanizing labels for multilingual learners. This reconceptualization underscores the power of naming in shaping students’ identities, experiences, and educational policies and practices within DLBE programs. The paper concludes with practical implications for educators and policymakers to adopt naming practices that honor students’ histories and promote linguistic justice.