“¡Existo!”: The Educational Experiences and Needs of Spanish-Speaking Latinx Emergent Bilingual Students

Abstract

The present study examined the educational experiences and needs of Spanish-speaking Latinx emergent bilingual (EB) youth in the Southwestern region of the U.S. using semi-structured, one-on-one interviews with EB high school students, their parents, and their teachers (e.g., general education, special education, and English language development). Themes related to the ambiguity associated with the availability and implementation of school-based services to learn English, the impact of English-only laws, systemic/school-level barriers and support, factors outside of school (e.g., migration) that impact EB youth, the development of English proficiency, parent/family involvement, and difficulties with the referral process for special education and related services were identified. Conclusions drawn from this study demonstrate the ways EB youth and families face school, district, and state barriers in accessing their education, as well as the impact of school, district, state, and federal laws that center English. Important insights and recommendations about how to better equip stakeholders to meet the unique needs of this population to create better and more equitable educational experiences are presented.