Ni nos incluyen: Emerging Multilingual Learners Perceptions of Exclusion

• In Event: AERA Poster Session Wednesday 7:45am
  In Poster Session: Using Education, Place, Space, and Time in the Pursuit of Educational Justice and Renewal

Abstract

In the United States, multilingual education has taken various forms over the past century (Flores & Beardsmore, 2015). Recently there has been growing support for the development of multilingual programs. However, programs designed for students whose primary language is not English often remain focused on English language acquisition, rather than affirming students’ multilingual identities. In response, we implemented a social justice-oriented, linguistic empowerment program in collaboration with multilingual learners from the local community. Despite this, participants continue to report experiences of exclusion. This ethnographic study examines how multilingual learners perceive exclusion within their school communities, particularly in relation to their status as Emerging Multilingual Learners (EMLs). The findings highlight ongoing tensions, revealing the need for more identity-affirming approaches in multilingual education.

Authors

• Marcela Alvarez, University of California - Santa Barbara

• Jin-Sook Lee, University of California - Santa Barbara