Why do I feel I need to check my language at the door? A qualitative study of middle-level multilingual learners’ language usage

This qualitative study examines the experiences of middle school multilingual learners (MLs) regarding their comfort levels with using their native language, particularly Spanish, in educational settings. Through focus groups with fifteen adolescent bilingual students, the research investigates the instructional and environmental factors that influence their usage of their full linguistic repertoire. Findings reveal that supportive bilingual programs and representation, linguistically inclusive materials, and culturally and linguistically inclusive school environments enhance students’ comfort in expressing their linguistic identities. Conversely, classroom environments that lack diverse representation, intentional or unintentional bias in educators’ statements, negative peer interactions, and a lack of understanding among monolingual students and educators hinder their willingness to use their native language. The study emphasizes the need for middle schools to adopt a four-tiered approach: analyze the physical environment for linguistic and cultural inclusivity; provide comprehensive professional development for educators; educate the wider school community about multilingualism; and expand bilingual and language programs for monolingual learners. By centering the voices of multilingual learners, this research advocates for inclusive practices and actionable steps that affirm and positively develop multilingual learners’ linguistic and cultural identities, ultimately fostering a more equitable educational experience.