Despite the substantive scholarship on secondary language education with multilingual learners (MLs) and growing body of work on MLs' postsecondary access, relatively few studies have examined the influence of educators other than classroom teachers such as high school counselors on MLs' academic outcomes. We report on a qualitative study comparing and contrasting college access beliefs and experiences of MLs with those of school counselors in one diverse school district in the southeastern U.S. Data come from mentoring sessions with students; interviews with school counselors; school documents; student record data; and student observations. ML and educator perceptions and behavior are interpreted through a Bourdieusian practice theory lens that sees college access as shaped by the interaction of student resources and dispositions with school social structures. In particular, we tap Bourdieusian notions of the role of institutional belief systems (or doxa) about college access to show how students negotiate discontinuities (or hysteresis) between their assumptions and beliefs and the new educational system they encounter. We find that despite counselors' best efforts, MLs faced significant challenges to college access. Implications are offered for how educational stakeholders can advocate for college-bound MLs.

中文翻译：

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多语言学习者进入大学的机会：学生、学校辅导员、机构信念和迟滞

尽管在多语言学习者 (ML) 的中等语言教育方面取得了实质性的学术成果，并且关于多语言学习者进入高等教育的工作也越来越多，但相对而言，很少有研究探讨课堂教师以外的教育工作者（例如高中辅导员）对多语言学习者学业成绩的影响。我们报告了一项定性研究，该研究对美国东南部一个不同学区的 ML 与学校辅导员的大学入学信念和经验进行了比较和对比。与学校辅导员面谈；学校文件；学生记录数据；和学生的观察。机器学习和教育者的看法和行为是通过布迪厄实践理论视角来解释的，该理论认为大学入学机会是由学生资源和性格与学校社会结构的相互作用决定的。特别是，我们利用布迪厄关于制度信仰体系（或doxa）关于大学入学机会，以展示学生如何协商他们的假设和信念与他们遇到的新教育体系之间的不连续性（或滞后）。我们发现，尽管辅导员尽了最大努力，ML 仍面临大学入学的重大挑战。本书对教育利益相关者如何倡导面向大学的 ML 提供了启示。