Lengua Madre : Educational Experiences of AISD Students With Spanish as a Mother Tongue

This study examines the educational experiences of Spanish-speaking students within the Austin Independent School District (AISD), exploring the question: How do adults who grew up with Spanish as their mother tongue and attended AISD perceive their educational experiences in light of the language of instruction? Few studies capture the personal, retrospective perspectives of Spanish-speaking students in predominantly English-medium districts. This small-scale qualitative study adds narrative depth to a field often dominated by success metrics and demographic data. Data was collected through anonymous online surveys from former AISD students who identified as Spanish speakers. Thematic analysis focused on educational backgrounds, language proficiency, cultural identity, challenges, support systems, and recommendations. Insights were further informed by document review and policy analysis of AISD’s bilingual education policies. Findings reveal significant challenges related to language acquisition, cultural adaptation, and maintaining bilingual proficiency. Participants described social and emotional struggles in an English-dominant environment and highlighted systemic biases affecting access to support, such as dual-language programs. The findings emphasize the need for inclusive and culturally responsive educational practices. Recommendations include expanding dual-language programs, integrating culturally relevant curricula, providing bilingual counseling, and ensuring equitable resource distribution. While this study may not directly shape policy, it contributes to the conversation on educational equity for linguistic minorities by centering the voices of former students and providing insights for future policy and practice.