Understanding the Socioemotional Worlds of English Learners: A Retrospective Study

ABSTRACT

This mixed-methods study examined the socioemotional experiences of 57 alumni of language support programs (i.e., English as a second language, bilingual education) to identify effects of being English learners (ELs). Findings revealed the need for multicultural sensitivity to ELs, bullying episodes, social exclusion, and not disclosing negative experiences. Participants valued opportunities to meet diverse peers, appreciated teacher support, and viewed negative experiences as a source of motivation to achieve. Participants with greater numbers of negative experiences were less connected to ethnic communities, were more marginalized by their ethnic peers, and had lower school belonging. School- based support was correlated with school belonging and overall perceptions of support. Years in ESL classrooms was correlated with negative affect. Support from school and family along with ethnic identity and sense of connection to ethnic community were significant predictors of positive affect. Findings have implications for consultation and professional development of personnel working with ELs.

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Notes on contributors

Elizabeth Vera

Elizabeth Vera, PhD, is a professor in Counseling Psychology at Loyola University Chicago. She works with and studies immigrant families in the Chicagoland area.

Kimberly Hook

Kimberly Hook, MA, is a doctoral student in Counseling Psychology interested in international and multicultural psychology.

Plamena Daskalova

Plamena Daskalova, MA, is a doctoral student in Counseling Psychology interested in vocational development and multicultural issues.

Lincoln Hill

Lincoln Hill, MA, is a doctoral student in Counseling Psychology interested in ethnic minority student development.

Sarah Galvin

Sarah Galvin, MA, is a doctoral student in Counseling Psychology interested in identity development.

Sarah Fritsche

Sarah Fritsche, MEd, is a graduate of Loyola University Chicago’s Community Counseling program.

Jessica Catellier

Jessica Catellier, BA, is a student in the Masters of Counseling program at Loyola University Chicago.

Shaakira Haywood

Shaakira Haywood, MA, is a graduate of the Masters in Counseling program at Loyola University Chicago.

Abdul Raziuddin

Abdul Raziuddin, MA, is a doctoral student at the University of Missouri, Kansas City.

Bernasha Anderson

Bernasha Anderson, MEd, is a doctoral student in Counseling Psychology at Loyola University Chicago and is interested in African American well-being.

Meghan Roche

Meghan Roche, MA, is a doctoral student in Counseling Psychology at Loyola University Chicago and is interested in career development of women and ethnic minority groups.

Marissa Floro

Marissa Floro, MA, is a doctoral student in Counseling Psychology at Loyola University Chicago who is interested in identity development.

Celine Mutuyemariya

Celine Mutuyemariya, MA, is a graduate of the Masters in Counseling program at Loyola University Chicago.

Kathryn Thomas

Kathryn Thomas, MA, is a graduate of the Masters in Counseling program at Loyola University Chicago.

Kathryn Heerwagen

Kathryn Heerwagen, MEd, is a graduate of the Masters in Counseling program at Loyola University Chicago.

Daniel Camacho

Daniel Camacho, PhD, is a graduate of the Counseling Psychology doctoral program at Loyola University Chicago and is interested in ethnic minority achievement and wellbeing.

Tonya Boots

Tonya Boots, BA, is a student in the Masters of Counseling program at Loyola University Chicago.

Elisabeth Ondrey Gruber

Elisabeth Ondrey Gruber, BA, is a student in the Masters of Counseling program at Loyola University Chicago.

Note: The authors report that, to the best of their knowledge, neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.