What discriminatory barriers do college-level multilingual students face?

• Geraldine Lara-Silva, Elementary Teacher Education, University of Delaware

• Elizabeth Soslau, Education & Human Development, University of Delaware
• Christina Budde, Education & Human Development, University of Delaware

Abstract

In recent years, there has been a growing population of Multilingual Learners (MLs) students, which are students that are already or are in the process of developing proficiency in more than one language. People who speak multiple languages can often face challenges due to the symbol of power. This term describes how the language in power, when socialized in discrimination, leads to negative stereotypes and prejudices around the use of languages not recognized by the language in power. This has led to movements, like the English-Only movement, and the relegation of multilingual individuals to solely English as a Second Language (ESL) courses. Throughout schooling, many might feel disconnected from classwork materials or even their teachers who might be culturally insensitive to their needs. As a result, these students face frustration, low self-esteem, lower self-efficacy, and increased levels of anxiety which is commonly known as the affective filter. When learning a new language, if there isn’t a contribution to students’ well-being and sense of belonging, it can negatively affect learning a second language. Past research found that there are positive or negative transfers for languages. This makes matters worse of the effects that the symbol of power has on the self-perceived ability of the student to learn, generally, and the socially ascribed perceptions of student ability. 

In my research, the researcher’s question pertains to What discriminatory barriers do college-level multilingual students face? Due to complications, there wasn’t any data collected through interviews or surveys. When it comes to future research, I would like to look deeper into students’ experiences of knowing multiple languages as well as seeing at how MLs may feel discouraged to help raise awareness. As part of the field of education, they would benefit from an approach to practices such as translanguaging or Total Physical Response (TPT).  

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KEYWORDS: multilingual learners (MLs), symbol of power, English-only movement, English as a Second Language (ESL), affective filter, positive and negative transfers, translanguaging, Total Physical Response (TPT). 

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