In this presentation I begin by raising questions about the teaching and learning of additional languages given the shifting theoretical perspectives that have problematized “native speaker” proficiency as a goal for all language learners. I contrast several conceptualizations of language and argue against border-making processes that create the many false binaries (e.g., BICS/CALP, Standard/Non-Standard English, Academic-Non-academic Language) that have constrained our thinking in designing educational arrangements for emergent bilinguals. I conclude with a discussion of the implications of these theoretical shifts for dual language and immersion program design, for English Language Development (ELD) and for the Seal of Biliteracy.
