The hallway fills with overlapping conversations slipping between English and Spanish mid-sentence, like a rhythm that doesn’t stop just because someone else can’t follow it. For many bilingual students, school isn’t just about what they say, but how much of themselves they feel comfortable showing.
Students who speak more than one language describe their experience at school to be shifting between positive and negative. While some say being bilingual gives them confidence, connection and new opportunities, others say there are moments where they feel judged, misunderstood or pressured to adjust.
“I feel like [being bilingual] gives you many opportunities and benefits and a better future,” junior Roxangle Narareth Vega said. “It’s very good to know more than one language. It’s very helpful and that’s why it interests me to learn the English language.”
In moments where communication flows, students say speaking more than one language can feel like an advantage, opening connections and making daily interactions easier.
“I’m able to communicate easier with people from this country,” junior Kellem De Los Angeles Zeledon Herrera said. “I feel understood.”
Some students said that beyond communication itself, there is also a difference in how students are treated depending on how their language or background is perceived in school environments.
“For the general part at school nobody can control the attitude of a student but the professors do understand but there’s others that treat you different for speaking the Spanish languages,” Vega said. “I would like that our situation was a little bit more understood not simply because you speak Spanish or a Latino or Hispanic you shouldn’t get treated differently.”
But that sense of ease is not consistent across all spaces, and student say it can shift quickly depending on classroom settings, peer reactions, and whether they feel their language is fully accepted.
“The way I express myself in English isn’t how I’m used to doing it in Spanish,” senior Nicolás Eduardo Amaya Asprilla said. “So technically I have to adapt to a way of speaking that isn’t really mine.”
Teachers also note that this adjustment is not just social, but often reflects how students process language and work through understanding in real time during academic tasks.
“I have seen some students take a thoughtful pause before participating, which may stem from a desire to give the ‘perfect response’,” ESOL teacher Kerre Cole said. “This often reflects a student’s high level of conscientiousness; they want to ensure their message is conveyed clearly and accurately. Providing a low-stakes environment for verbal practice is key in bridging the gap between their comprehension and their confidence in speaking.”
Those shifts are often shaped by how others react. Even small moments, like looks, laughter or confusion, can change whether a student feels comfortable speaking their language.
“It makes me want to talk less,” Amaya Asprilla said. “Because it’s like you’re talking to yourself if nobody understands you. Usually, they react with laughter, weird looks, or discomfort, as if they’re wondering what that person just said.”
At a broader level, teachers said these experiences are also tied to identity development during adolescence, not just language ability alone.
“It serves as a reminder that the middle and high school years are a significant period of identity formation for all students, not just those who are bilingual,” Cole said. “Many students, regardless of their linguistic background, may choose to downplay certain personal interests, cultural traditions, or family heritage to align with prevailing social norms.”
Social spaces can feel different from classrooms. Students describe being more open around friends, but more reserved when they are alone or surrounded by unfamiliar peers.
“I feel like it changed a bit,” Inserny said. “When I’m in class and I don’t have any Latino friends or I’m just with Americans. Then when I speak Spanish, I joke around more and I’m less inhibited, but when I’m in English, I have to control myself more, even though I try to be just as ‘gafo’ (goofy/silly).”
In those moments, many students find comfort in comfort in community. Being around others who share their same language can make school feel less isolating.
“They feel more comfortable accompanying classmates of the same language because they feel less alone,” ESOL teacher Samantha Trevino said. “Students have described experiencing anxiety, fear, overlooked, when they are the only students whose first language is not English. I believe the reason that they stick together is because being in a culture not their own is daunting. They are still acclimating and find it difficult to approach others who speak a different language. In some occasions, a sense of unbelonging is cultivated when in unfamiliar spaces.”
To build on that idea of understanding across cultures, Trevino also said language barriers can be reduced when students focus on curiosity rather than judgment.
“We’ve had a wonderful opportunity to explore culture in terms of an iceberg and see how all people and cultures have shared and different values that tie people together and make us human,” Trevino said. “I think if we practice asking questions, embrace curiosity and seek to understand each other through listening quicker than speaking, we can overcome these barriers, including language.”
Programs like LASO (Latin American Student Association) and cultural events also create spaces where students feel more at ease expressing themselves.
“To me it is a beautiful thing for Hispanic/Latino people,” Vega said. “To have a place to be able to get together but the school in general has made a few little celebrations for the hispanic culture.”
Beyond those organized spaces, some students pointed to the school’s overall environment as something that attempts to create inclusion in everyday interactions rather than only during events.
“The school really tries to integrate people,” Quijada said. “And tries to make them feel comfortable, rather than just putting on a show.” Santiago Quijada said.
Still, some students say inclusion can feel inconsistent, depending on the environment or the people around them.
“Let’s just say it’s not all that bad,” Amaya Asprilla said. “The problem is that there are still a lot of people who don’t accept it, and even though some teachers try to be inclusive, not all of them do. I’ve felt discrimination for being Latino or for speaking Spanish, and it’s kind of bad because you can’t really help it, it’s who you are. So you’re forced to change just to avoid being judged or to be accepted.”
At the same time, students also described how language is often misunderstood as more than just communication, especially when cultural expression is involved.
“I wish people would understand that, for us, using ‘swear words’ doesn’t mean being vulgar—it’s just a way for us to express ourselves,” Santiago Quijada said. “It’s not about being rude; it’s about being able to speak without holding back.”
Looking beyond individual experiences, some students also reflected on how identity expectations can shape how people are seen based on where they come from.
“I mean, there are people who expect you to be the most Venezuelan person in the world just because you’re from there,” Santiago Quijada said. “Yeah, but the truth is that all Venezuelans are different, even though we have things in common.”
Teachers say they notice the balance students are navigating between language, identity and expectations in school.
“There is often a perceived emphasis on English as the primary vehicle for academic achievement, largely because it is the medium of instruction and assessment,” ESOL teacher Kerre Cole said. “While this is practical for standardized goals, it can inadvertently create a mindset where students feel their primary language is separate from their intellectual identity. Strengthening the bridge between a student’s home language and their academic work could further enhance their engagement.”
In greater context, Cole emphasized that school culture plays a major role in how students feel about expressing their identities.
“From a professional standpoint, this highlights the importance of fostering a school culture that celebrates individual authenticity. Whether a student is “quiet” because they are navigating a second language or simply because they are naturally reserved or seeking social safety, the objective remains the same: to create a supportive environment where no student feels they have to minimize their background to be successful or accepted,” Cole said.
Even with those challenges, many students say what matters greatly is being able to express themselves fully, without losing meaning in translation.
“There are a lot of expressions in Spanish that aren’t usually used in English and it’s very confusing, like ‘chimba,’ for example,” Amaya Asprilla said. “Chimba: something is cool, great, or amazing.”
Finally, teachers say that viewing bilingualism only as a challenge misses its broader value in both school and beyond.
“Bilingualism is an incredible cognitive and professional advantage in a globalized world,” Cole said. “By framing the dual-language experience as a competitive skill set, we can help students and the wider school community view their linguistic backgrounds as a core component of their future success.”
Students mentioned one way they felt included was being supported by the school with all of the flags in the main hall.
“I remember the first day of school; I looked for the Venezuelan flag and felt included, because at first I felt like I didn’t belong,” Inserny said. “For Latinos, [the school’s support] doesn’t feel like a facade because there’s been more of an effort to connect with the culture this year. However, other cultures might have a harder time feeling included because there’s less representation.”
