U.S. Federal Policy Impacting the ELT Profession: What Educators Need to Know

by Jeff Hutcheson | 15 Oct 2026

English language educators have faced considerable policy uncertainty over the past several years. Key U.S. federal funding streams have been withheld, targeted for reduction or elimination, or held level even after being approved by Congress. The consequences will be significant for English language teaching (ELT) programs across public, adult, and higher education in the United States and for U.S.-sponsored international education and exchange programs around the world.

During the final months of 2026, decisions about fiscal year 2027 (FY27) appropriations, federal grant administration, and the priorities of the next Congress will affect whether schools and programs have the resources to serve multilingual learners of English, whether educators can access essential professional learning, and whether organizations can confidently apply for and rely upon federal grants.

Following are three key areas of impact for ELT professionals, outlining the possible changes and providing details on what TESOL is doing to address the challenges. In this article, we examine more closely the FY27 U.S. federal funding risks for education, the proposed changes on how recipients of federal grants may utilize those resources in accessing professional learning and carrying out their research, and the advocacy efforts leading the way as we head towards a new Congress in 2027.

ELT Funding at Risk in the Coming Year

Before closing for a recess in advance of the November elections, Congress passed a continuing resolution (CR) that maintains federal funding through 11 December 2026. This measure has prevented an immediate government shutdown and delayed implementation of a proposed federal rule that could significantly change how grant recipients use federal funds.

This is welcome news, but it postpones rather than resolves the underlying policy questions. For the ELT field, however, funding for several important programs remains unresolved.

Here are the key federal funding streams to watch during the continuing FY27 negotiations:

• • • Title III of the Elementary and Secondary Education Act (ESEA), which supports English language acquisition and the education of English learners. The President’s Budget Request (PBR) and the House of Representatives Appropriations Committee seek to eliminate this funding.
      
      
    • Title II-A of ESEA, which supports educator preparation and professional learning. The PBR and House appropriations seek to roll these funds into a “Make Education Great Again” block grant, effectively eliminating Title II-A as a dedicated program.
      
      
    • Title II of the Higher Education Act, which helps strengthen the educator-preparation pipeline. The PBR and House appropriations seek to eliminate this funding.
      
      
    • Title II of the Workforce Innovation and Opportunity Act (WIOA), commonly known as the Adult Education and Family Literacy Act, which supports adult education and English language acquisition. The PBR and House appropriations seek to eliminate this funding.
      
      
    • The Office of English Language Fellows Program through the Bureau of Educational Cultural Affairs. The U.S. Department of State’s appropriations bill, already passed in the House and awaiting the Senate, reduces broader funding for these activities without providing safeguards for English language programs that support educators and institutions around the world.

The stakes are significant. Proposals currently at play in the House of Representatives would eliminate or substantially restructure several education funding streams, while the House-passed State Department bill would reduce relevant international programming. The Senate has not yet completed its regular appropriations work, leaving the outcome uncertain. Bipartisan support for many of these programs offers some reason for cautious optimism, but we cannot assume that current funding levels will be maintained[1].

What Educators Can Do

Advocacy is especially important during periods that appear relatively calm. As Congress negotiates during the CR, now is not the time for the ELT community to sit quietly.

Policymakers need to hear how federal investments improve services and outcomes for learners, provide educators with access to professional learning, strengthen instructional programs, and expand education and workforce pathways. They also need to understand what happens when those investments are delayed, reduced, or withdrawn. In the absence of constituent engagement, policymakers may conclude that a program is not essential.

• • • ➣ Make your voice heard through TESOL’s Advocacy Action Center, where we provide an easy template for sending messages to U.S. senators and representatives.

Changes to How Federal Funds May Be Used: What’s at Stake

Appropriations determine how much funding is available. Federal regulations help determine how that funding may be used and under what conditions it may be awarded, continued, or terminated.

Recently proposed changes to these rules may seem like technicalities, but they could have serious consequences for ELT educators’ access to professional learning and communities of practice. They could also end up blocking or reducing funding for direct services to the multilingual learners of English that we serve.

Changing the Rules for Federal Grants Across the Board

Earlier this year, the Office of Management and Budget (OMB) proposed sweeping changes to the government-wide Uniform Guidance for Federal Financial Assistance. These rules apply across federal agencies and govern how recipients and subrecipients administer federal awards.

TESOL submitted comments expressing concern that parts of the proposal could restrict or discourage legitimate grant-supported activities.

Among other recommendations, TESOL asked the OMB to preserve access to funding for professional association membership, conferences, publications, research dissemination, technical assistance, and professional learning when those activities directly support the purposes of an award.

For the ELT field, these are not peripheral expenses. Professional associations, conferences, publications, and communities of practice connect educators to standards, research, instructional resources, and one another. They help federal investments reach classrooms and programs rather than remaining isolated within individual grant projects.

TESOL also requested assurances that lawful English learner services, language access, multilingual family engagement, educator preparation, and culturally and linguistically responsive professional learning would continue, and that they would not be treated as prohibited activities when they are connected to statutory obligations or program objectives.

These rule changes are not yet in effect, having been delayed by the CR until it expires on 11 December. That delay is meaningful, but it does not permanently resolve the concerns raised by TESOL and many other organizations.

Changes to Funding Rules Within the Department of Education

At the same time, the U.S. Department of Education has proposed separate changes to the Education Department General Administrative Regulations, commonly known as EDGAR. These regulations govern how the Department of Education awards and administers federal education grants, including funding distributed to states and school districts. The proposed rule is available in the Federal Register.

Several provisions warrant close attention:

• • • The proposal would give the Department of Education broader discretion to terminate certain awards “for convenience.” It would allow policy considerations beyond grantee performance to influence whether multiyear funding continues.
      
      
    • It would also require formula-funded recipients (those supported through state grants) to comply with presidential executive orders, in addition to the standard requirement to comply with applicable statutes, regulations, state plans, and approved applications.
      
      
    • The proposal further changes how competitive applications are evaluated, including through criteria that could favor applicants willing to accept lower indirect-cost rates, meaning grant applicants would have to weigh the operational costs incurred relative to the grant award in carrying out the research or project.

Taken together, these changes could make federal funding for education less predictable. An organization might comply with the terms of its award and demonstrate successful performance yet remain uncertain about whether changing political or policy priorities could affect future funding.

That uncertainty can have a chilling effect. Smaller organizations, rural districts, nonprofit providers, universities, and first-time applicants may decide that the financial and administrative risks of applying for federal funding are too high. Existing grantees may become reluctant to undertake multiyear projects, hire staff, enter partnerships, or invest in professional learning if continued funding cannot be reliably anticipated.

The implications extend beyond organizations that directly receive competitive grants. Because portions of EDGAR apply to formula-funded programs, the proposal could also affect state and local administration of programs serving multilingual learners of English and adult learners, including Title III of ESEA and Title II of WIOA.

TESOL provided comments to the Department of Education’s proposal because grant policy has a direct impact on ELT programs and policy. Rules governing federal awards can ultimately shape which services reach learners, which professional opportunities educators can access, and which institutions are willing and able to participate.

Looking Ahead: TESOL’s Policy Priorities for the Next Congress

Federal policy discussions, and our advocacy, will not end with the December appropriations deadline. When they are sworn in on 3 January 2027, the 120^th Congress will bring a new legislative landscape and another opportunity to establish priorities for the ELT profession.

On 29 October, TESOL will announce its legislative priorities for the 120th Congress during a member webinar. Save the date to dive deeper into U.S. policies affecting the future of ELT across the education continuum, including public education, adult education, higher education, educator preparation, and professional learning.

Appropriations will remain an important part of our advocacy agenda. TESOL will continue advocating for meaningful investments in English language programs, adult education, educator development, and the federal offices responsible for administering and supporting this work.

TESOL’s priorities will also reflect the global nature of our profession. The U.S. Department of State’s Bureau of Educational and Cultural Affairs supports exchanges, partnerships, and programs that strengthen English language programs and educator development around the world. Continued federal support for these programs represents an investment not only in education, but also in international relationships and mutual understanding.

• • • ➣ Join the TESOL Advocacy Webinar on 29 October and learn about our policy priorities for the 120th Congress! To learn more or register now, visit the event page in myTESOL.

Stay Engaged and Make Your Voice Heard

Federal policy can seem removed from the daily work of teaching, administering programs, conducting research, or preparing educators. In fact, the connections are direct.

Appropriations determine whether programs have sufficient resources. Grant regulations influence how those resources can be used. Congressional priorities shape which learners, educators, and institutions receive federal attention and support.

The current CR gives educators and students a measure of temporary stability. It also gives us something equally important: the time to explain what these programs make possible, to identify the consequences of proposed regulatory changes, and to speak up and share our voices with our legislators. Right now, there is time to help shape the priorities of the next Congress.

We should use it.

[1] Unfolding at the end of the U.S. government’s FY26 was the President’s pocket rescission, impacting funding for Migrant Education and Fulbright-Hayes. Many lawmakers on both sides of the aisle consider this tactic illegal and a bypass of the authority of Congress in appropriating funds. The pocket rescission, by coming at the end of the FY, effectively canceled this funding and bypassed the Congressional review that could have overturned such a rescission.