“Entiéndeme”: A Reflection on The Interdisciplinary Problems Surrounding Educational Models and English Language Acquisition

The word “entiéndeme,” Spanish for “understand me,” here invites compassionate inquiry, urging empathy. For over twenty years, emergent bilingual students in Arizona have struggled under the state’s English-only policy. Despite the lack of research supporting its effectiveness in promoting English acquisition, this educational model continues to be enforced in Arizona classrooms. This reflections explores whether Arizona’s Proposition 203 was ever designed considering the “best interest” of Arizona’s emergent bilingual population or if its foundation was built under a false premise of “helping” to perpetuate specific ideals. Through this reflective piece, I bridge disciplinary boundaries by integrating theoretical frameworks across the disciplines of history, education, and psychology to examine the efficacy of Proposition 203 in addressing the complexities of language acquisition and the academic success of English Language Learners (ELLs). By drawing comparisons to other instructional methods employed in other unique student populations, this reflection provides a unique interdisciplinary perspective and a multifaceted approach that can help educators and policymakers address the current practices and existing programs impacting ELL students in Arizona.