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This study evaluates the consequences of participation in a bilingual (English/Spanish) high school (HS) program for the lives of emergent bilingual (EB) learners. Through interviews of ten former EBs, we explore their adolescent and adult journeys. Current research on bilingual education typically focuses on elementary programs and short-term outcomes. In contrast, we consider EBs’ HS experiences by means of a longer-term view, through the retrospective lenses of learners themselves. Findings reveal that all participants were positively disposed toward good bilingual programs and were influenced by a constellation of interacting variables that affected participants’ HS lives and subsequent trajectories. These included prior education, evaluation and placement, type of bilingual program, school culture, peer relationships, and the nature of teacher and parent engagement. Results can inform teachers, administrators and curriculum writers on improving the experience of EB learners to help them develop literacy and life skills. We also consider the degree to which existing theories and constructs regarding the learners’ linguistic, academic, social and emotional development adequately address the lived experiences of participants.

Latinx adults reflect on their journeys: Retrospective insights into secondary bilingual education and beyond