Abstract
ABSTRACT This narrative inquiry highlights the experiences of three high school students labeled Long-term English learners (LTEL) in a North Texas high school. This narrative inquiry study uses semi-structured interviews to restory the students’ lives, emphasizing the emergent themes of family (the strongest pillar) and the language of the home (Spanish). The metaphor of the bridge, a connector across language and culture, offers insights into the students’ perspectives of their developing identities as bilingual and bicultural youth. Regarding the theme family (the strongest pillar), the students perceived their families as connecting them to their cultural heritage, providing emotional/social bonds, and advancing their academic interests. Regarding the theme the language of the home (Spanish), the students valued Spanish as the language of the heart, interlinking them with their native roots. Moreover, the students’ narratives demonstrate the importance of integrating additive learning experiences at school, designed to support LTEL students’ native languages and cultures. The article concludes with a pragmatic discussion about cultivating inclusive schooling cultures for LTEL learners.
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