Language Matching as Care: Educator Relationships and Newcomer Immigrant Youth

• In Event: AERA Research in Progress Roundtable Session One
  In Invited Roundtable: Research-in-Progress RT056 (Wednesday)

Abstract

This study explores how language matching—when educators share or use students’ native languages—shapes relationships and academic experiences among newcomer immigrant youth. Drawing on Bronfenbrenner’s ecological systems theory, data were collected from two junior high schools with growing Hispanic/Latinx populations. Thirty-one Spanish-language student interviews were coded using a framework of relational care, revealing that access to bilingual adults fostered trust, belonging, and academic engagement. Students valued teachers who explained material clearly, offered encouragement, and advocated on their behalf. Findings highlight language matching as a critical form of care that strengthens student–teacher relationships and supports educational equity. The study underscores the need for schools to expand bilingual staffing and culturally responsive practices to better serve English Learners.

Authors

• Sebastian Lopez-Padilla, University of California - Santa Barbara

• Carolyn Sattin-Bajaj, University of California - Santa Barbara