When It Personally Matters. Engaging Emergent Bilingual Students in Education Research: Investigating the Trajectories of Long-Term Emergent Bilinguals in High School (Poster 68)

• In Event: AERA Poster Session Seven
  In Poster Session: Youth Teams in Education Research Poster Session

Abstract

Concerns regarding the academic achievement of Emergent Bilinguals (EB’s), priorly defined as English Language Learners (ELs), have been a topic of exhaustive scholarly discussion in the US for many years (Abedi, 2002; NAEP, 2021). Texas educates the highest percentage of EBs in the nation (NCES, 2022). In Texas, the concerns of academic achievement of EBs intensify greatly amongst Long-term Emergent Bilinguals because EB’s have to overcome specific state language proficiency standards (TELPAS), in addition to the academic requirements of standardized testing set for by the state prior to graduation (Texas Education Agency, 2020). Very little is known about the trajectories of Long-term EB’s during the high school years. Therefore, the purpose of this study is to learn about the trajectory of Long-term EBs at two different high schools with a high-density of the population. This is a research project conducted by Emergent Bilinguals, about Emergent Bilinguals. This research will aim to cultivate youth researchers’ knowledge and interest in the field of education research. Additionally, it might contribute to a scarce body of research while allowing student voice to shed light into an area of needed study.

Authors

• Elizabeth W. Stackhouse, University of Houston - Downtown
  Presenting Author

• Esteban Posadas, Youth Teams in Education Research
  Presenting Author

• Ashley Sanchez, Youth Teams in Education Research
  Presenting Author

• Jose Medrano, Youth Teams in Education Research
  Presenting Author

• Sharai Mondragon, Youth Teams in Education Research
  Presenting Author