Multilingual indigenous students in language acquisition programs

The demographics of the U.S. are constantly and rapidly changing, and such changes are often reflected in schools, where classroom populations are becoming more diverse and multicultural. Even U.S. Latinas/os, who are often thought of as a monolingual minority group, have become more ethnically and linguistically diverse. Through qualitative interviews, this thesis documented the lived experiences of Mixteco and Zapoteco multilingual indigenous students in language acquisition programs, as well as the effectiveness of these programs in assisting students with graduating from high school. The study noted how Mixteco and Zapoteco multilingual English Language Learners (ELLs) have different experiences from monolingual Spanish-speaking Latino/a ELLS. Micteco and Zapoteco multilingual students are faced with multiple kinds of discrimination within the school system and in society overall. The study identified barriers that hinder or prevent Mixteco and Zapoteco multilingual indigenous student success and the resources and tools that support their achievement.