Teaching the Whole Student: Language, Culture, and Identity in Bilingual Education

Student: Vera Lubbs

Faculty Mentor: Silvia Soto

Chicano and Latino Studies

College of Education, Counseling, and Ethnic Studies

My study explores the intersection of bilingual education and cultural inclusion in public high school classrooms, focusing on how these factors contribute to student success and identity development. While bilingual education is often framed around language acquisition and academic performance, this research emphasizes its broader cultural impact, particularly when combined with practices such as translanguaging and culturally responsive pedagogy. Using a qualitative approach, I conducted in-depth, open-ended surveys with three public high school educators who have experience fostering culturally inclusive classrooms. The survey allowed participants to define key terms, reflect on institutional support, and express the benefits and challenges of implementing inclusive practices. One respondent participated in a follow-up video conversation to further elaborate on their written responses. My analysis revealed four key findings: language and culture are inseparable in effective bilingual education, cultural inclusion enhances both student engagement and empathy, English-only classroom policies often hinder equity and identity formation, and finally, institutional barriers limit teachers' capacity to fully implement inclusive strategies. By amplifying teachers' perspectives, this research advocates for a shift in public education toward bilingual immersion programs that not only support language development but also affirm cultural identity and create equitable learning environments.