CHFA | Global Languages Senior Colloquium
Academic Level at Time of Presentation
Senior
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Major
Spanish
Minor
Business Administration
List all Project Mentors & Advisor(s)
Martin Kane
Presentation Format
Oral Presentation
Abstract/Description
My name is Maggie Edwards. My current Major is Spanish and my minor is Business Administration. I planned to minor in TESOL and plan on finishing that minor after graduation. I love studying Spanish not only for the cultural and linguistic aspects, but the faculty that teach Spanish at Murray State University are among the best educators and most genuine human beings I have ever had the pleasure of meeting. In my spare time I enjoy listening to Reggeaton, going on hikes, camping, and taking my children to LBL to see animals at the Nature Station or shows at the Planetarium. I currently work at Graves County Middle School as an Instructional Assistant in the EL program. My plans for next year are to begin teaching with an alternate certification in EL.
Abstract
Who Cares About Them? The Challenges of High School EL Newcomer Students from Mexico and Central America in the US
English Learner (EL) newcomer students from Mexico and Central America, particularly those with limited prior schooling, face significant challenges within the U.S. education system. This project analyzes the detrimental impact of the prevalent English-only immersion policy, which fails to accommodate their linguistic and academic needs. Without support in their native language, these students encounter difficulties grasping new content, resulting in learning gaps, lower academic achievement, and increased dropout rates. Furthermore, the policy negatively affects their cognitive, academic, and emotional development, leading to diminished self-esteem, academic confidence, and overall well-being. In many instances, these students arrive with interrupted or minimal formal education. This exacerbates their struggle to succeed in an environment that lacks appropriate accommodations. This project examines research on Second Language Acquisition, immigration statistics in secondary schools, and academic data on this student population. After examining these challenges, I argue that it is essential to implement inclusive educational strategies to promote academic and personal success for EL newcomers. To achieve this, bilingual education, targeted language support, and culturally responsive teaching are crucial. These strategies bridge the learning gap and provide these students with the necessary resources to thrive. A more flexible and inclusive approach would not only benefit EL newcomers but also contribute to a more equitable education system that values linguistic diversity.
Spring Scholars Week 2025
Global Languages Senior Colloquium
Who Cares About Them?: The Challenges of High School EL Newcomer Students from Mexico and Central America in the US
My name is Maggie Edwards. My current Major is Spanish and my minor is Business Administration. I planned to minor in TESOL and plan on finishing that minor after graduation. I love studying Spanish not only for the cultural and linguistic aspects, but the faculty that teach Spanish at Murray State University are among the best educators and most genuine human beings I have ever had the pleasure of meeting. In my spare time I enjoy listening to Reggeaton, going on hikes, camping, and taking my children to LBL to see animals at the Nature Station or shows at the Planetarium. I currently work at Graves County Middle School as an Instructional Assistant in the EL program. My plans for next year are to begin teaching with an alternate certification in EL.
Abstract
Who Cares About Them? The Challenges of High School EL Newcomer Students from Mexico and Central America in the US
English Learner (EL) newcomer students from Mexico and Central America, particularly those with limited prior schooling, face significant challenges within the U.S. education system. This project analyzes the detrimental impact of the prevalent English-only immersion policy, which fails to accommodate their linguistic and academic needs. Without support in their native language, these students encounter difficulties grasping new content, resulting in learning gaps, lower academic achievement, and increased dropout rates. Furthermore, the policy negatively affects their cognitive, academic, and emotional development, leading to diminished self-esteem, academic confidence, and overall well-being. In many instances, these students arrive with interrupted or minimal formal education. This exacerbates their struggle to succeed in an environment that lacks appropriate accommodations. This project examines research on Second Language Acquisition, immigration statistics in secondary schools, and academic data on this student population. After examining these challenges, I argue that it is essential to implement inclusive educational strategies to promote academic and personal success for EL newcomers. To achieve this, bilingual education, targeted language support, and culturally responsive teaching are crucial. These strategies bridge the learning gap and provide these students with the necessary resources to thrive. A more flexible and inclusive approach would not only benefit EL newcomers but also contribute to a more equitable education system that values linguistic diversity.