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A general definition of resilience is an ability to thrive and succeed in a variety of areas related to our lives despite adversities we may face. The more specific term referred to as "academic resilience" deals with achieving academic success despite difficulties within an academic setting. As compared to the regular education population of native speakers of English, English Language Learners have higher high school dropout rates and have a more difficult time experiencing academic success than their native speaker counterparts. In this study, I explore the comments of six academically resilient middle school Latino ELLs and seek to understand from their own perspective the teacher practices that most help them. I also explore the opinions of these students’ teachers and parents. My goal was not only to learn from student voices about what helps them but also to try to connect these voices to those of their teachers and their parents. After extensive interview coding and analysis, I learned that students say they learn better in classrooms where teachers often go beyond the call of duty of simply planning and carrying out lessons, classrooms where teachers practice innovative pedagogies, classrooms where teachers are persistent about all student learning and, finally, classrooms where general literacy is emphasized. These findings are important and helpful to teachers who seek to maximize the impact of their work when it comes to educating their ELL population.

Latino Academic Resilience: Stories of High Achieving Middle School ELLs and the Teachers and Families That Help Them Succeed