Centering the Voices of Bi/Multilingual Students in Arizona’s ELD Programs

Abstract

This dissertation examined the educational experiences of students labeled as English Learners (ELs) in two Arizona high schools, Palette High and Flora High, through the framework of raciolinguistic ideologies. Using data from interviews with ELD students, their ELD teachers, and school principals, along with classroom observations and student focus group discussions, this study explored the systemic influences that reflected on students’ linguistic views, classroom experiences, and academic trajectories. Guided by three research questions, this study investigated (1) the possible impact of raciolinguistic ideologies on the experiences of students within both ELD classrooms and the wider school environment, (2) the role of the ELD classroom in shaping students' academic and social development, and (3) the school structures and policies that influence ELD students, particularly in their transition to mainstream classes.The findings indicated that raciolinguistic ideologies may have influenced how students perceive their English proficiency and home languages, affecting their confidence and participation. While some students may have begun to internalize deficit messages, others resisted them. This study also highlighted the roles of ELD classrooms, which provided both language support for students labeled as ELs and segregation. Additionally, systemic factors—including the ELD curriculum, AZELLA assessment, and the transition process to mainstream classes—may have contributed to patterns of marginalization. In this study I analyzed the experiences of students across both schools and highlighted their shared challenges and the systemic barriers that shaped their educational journeys. This study contributes to discussions on language policy, bi/multilingual education, and the influence of raciolinguistic ideologies in shaping the schooling of bi/multilingual students. This study emphasized the need for more inclusive and equitable educational practices that recognize and affirm students’ linguistic and cultural identities.