Special feature: The challenges emergent bilingual and undocumented students face when applying to college

By Gehenna N.

Editor’s Note: Some of the interviews below were conducted in Spanish and translated for uniformity

What struggles do emergent bilingual and undocumented students who are applying to college face?Beyond the difficulty of coming to a new country, these students face additional challenges.

Luis N., an emergent bilingual senior, shared his personal difficulties in speaking English confidently.

“Sometimes I can’t put my thoughts together and speak the language correctly without stuttering,” he said. “This is why I opted to do community college first for two years to prepare myself better in the language and then transfer.”

“I hope that community college helps me build my language stronger,” he said. “Unfortunately as of now I do not feel capable or comfortable enough to go to a Cal State and UC even though I do want to.”

Denise F., another emergent bilingual senior, opened up about her decision not to apply to university due to financial constraints and a strong desire to support her family.

“I need to help my mom back in my country,” she said. “She does not work due to how hard it is to find a job.”

She believes that with the right financial support, her situation could have been different and helping her parents wouldn’t be a main priority.

Ms. Audrey Greene, Targeted Special Population (TSP) Coordinator, shares with us her insights in the topic and points out one major struggle which is that one of the main obstacles is students not acquiring a minimum level of English proficiency.

She states the importance the ELPAC and i-Ready exam to be ready for college.

“For ELPAC, the exam consists of testing your 4 domains Speaking, listening, writing and reading. Reading is the hardest for our students” she said.

Students are required to be exceeding the levels of the 4 domains which can be difficult for these students given that they do not receive the same type of support in college.

“College is a place where, if you need support on something, you have to seek it out,” she said.

She emphasized the importance of time and additional resources, acknowledging the difficulty of finding teachers willing to provide after-school support to emergent bilinguals (formerly known as English Learners).

She points out how even though students receive the necessary support to apply to college, they need to be ready for what’s ahead. “They may look good on paper, but the reality is challenging. Navigating a predominantly English-speaking world without sufficient support can be overwhelming for them,” she said.  

Reflecting on the differences between newcomers and long-term English learners, Ms. Greene pinpoints motivation as the key factor. She said that students with a determined mindset and a goal to master the language tend to succeed, while long-term learners, who have been learning English for more than 6 years, may lose motivation, feeling stuck in a repetitive cycle of language classes.

Transitioning to the college application process, Ms. Brigit, college advisor, delves into different circumstances faced by Spanish-speaking students.

Financial aid becomes a crucial factor, and undocumented students must navigate the complication of claiming California residency, providing extensive documentation to qualify for aid, she said. She mentions that undocumented students don’t qualify for FAFSA but rather the Dream Act also known as DACA.

Ms. Brigit also shares the same point of view as Ms. Greene highlighting that most students give up on college because there is not enough support.

“I notice that once they are in the college, it becomes a struggle because they face a world where people are not taking you by the hand to help you do what you need to do”. 

Addressing the community college route, Ms. Brigit admits the need for enhanced support in this area. “Many students opt for community college, and I need to do a better job of providing resources and information, especially for those interested in trade programs,” she reflected.

The stories of Ms. Greene, Ms. Brigit, Luis, and Denise combined serve a vivid picture of the challenges faced by emerging bilingual, undocumented students in their pursuit of higher education.

These narratives show the need for comprehensive support systems, from qualified educators to accessible resources, to empower these students and help them overcome the various obstacles and struggles they face.