His Parents Arrived In LA Educated, In Spanish. How Their Experience Is Shaping Community College Classes

Since last spring, Los Angeles community colleges have been rolling out a number of classes in Spanish — not classes to learn Spanish, but classes where Spanish speakers can learn other subjects.

The expansion of “in-language” classes is part of a national effort to better serve community college students whose first language isn’t English. This population is “a large and growing segment of the community college student population,” whose educational needs have not been widely evaluated.

And in California, the movement is also a reversal of nearly a century and a half of policy that has minimized Spanish, since the state’s constitution was ratified in 1879.

To understand the reversal at LACCD, though, one must start with a family’s move to Los Angeles.

Educated, but not in English

On a recent visit to his childhood home in South Los Angeles, 50-year-old Gabriel Buelna heard his parents talk at the dinner table about one of the biggest challenges they faced when they came to L.A. in the mid-1960s.

“I understood a little bit of English, not a lot,” his mother Lilia Buelna said. She had taken office skills classes in Mexico for four years and worked for an engineering firm in Tijuana before moving to L.A.

Her search for English classes had as much to do with navigating life in her new home, she said, as it did with continuing her education.

“[I wanted] to earn my high school diploma and from there study something else, like business,” she said.

She and her husband, Enrique Buelna, moved into the South L.A. house after they married in 1963. He’d lived there for about five years and also struggled to find classes beyond the rudimentary language skills. They said the classes they found at the local church, high school, and community college didn’t build on the education both already had.

A 1963 wedding portrait of Gabriel Buelna’s parents: Lilia and Enrique Buelna, who married in Tijuana, Mexico, where this picture was taken.

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“They didn’t teach well. I wasn’t satisfied [with the classes]. [Teachers] would tell you ‘Write dog 20 times,’” Enrique Buelna said.

In Mexico, he’d also taken office skills courses and worked in Mexico’s equivalent of the U.S. Customs and Border Protection Agency. In the United States he worked for a furniture manufacturer that was eventually bought and run by the employees, including him. He said he wishes he could have overcome the English language barrier to take business administration classes, because that would have prepared him for the kind of decisions he’d have to make at the furniture business.

“Knowing what to do if someone gave you a bogus check or how to deal with vendors. I had little knowledge of buying and selling [at that level],” Buelna said.

It ended up costing him and the other owners of the company a lot.

Enrique Buelna, 90, went to various schools to learn English, but was unsatisfied with the quality of classes, he says. In 1983, the sofa factory he owned burned down and Buelna lost everything. “I wish I would’ve known more about insurance, and the laws — but there was always that language barrier that made it hard to know what I needed for myself and my business.”

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“We forgot to buy insurance,” Enrique Buelna said. A fire, he said, destroyed most of the business.

Their son, Gabriel Buelna, hears these stories differently now than he did when he was a kid. He practices family law, holds a doctorate in political science and teaches Chicano studies classes at CSU Northridge.

“Their capacity was hindered. There was an immigrant ceiling … they come from Mexico with some level of education … they're trying to enter the business class, they're trying to do that and the language component is the biggest anchor,” he said.

But it’s the hat he’s been wearing since 2017 that he’s used to turn his parents’ experiences, and his opinions and views of the immigrant experience, into change for public higher education. That’s when Buelna was elected trustee for the L.A. Community College District board, the policymaking body for nine campuses that enroll over 200,000 students.

“The narrative has shifted from [my parents’ time], which was ‘too bad, so sad, learn English … you're in the United States’ to where now I think the question is, do we as leaders have an obligation to allow all of our citizens to hit their maximum capacity … for folks to do that in a way that works for them,” he said.

Lilia Buelna, 78, studied business and accounting in Sinaloa, Mexico, where she is from. When Buelna moved to the United States, she taught herself English by reading the dictionary and frequenting Catholic parish ministries throughout South Los Angeles. Buelna still keeps English dictionaries around the house.

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Last year, in a one-year term as board president, Buelna expanded the number of career and technical classes offered in foreign languages, the vast majority in Spanish, and called them “in-language” classes.

Buelna and district administrators sidestepped a state requirement that students enrolled in these classes also be enrolled in English as a second language classes. They justified the action by saying that their institution should remove barriers that exist for students to enroll in career education classes, and if English is one of those barriers, then the classes should be offered in the students’ native language.

By the numbers

Classes are mostly in Spanish, but some are taught in both English and Spanish while others are in Armenian, Russian, Mandarin and Korean, Buelna said.

The classes first rolled out on a small scale this past winter, with 313 students enrolled in 15 language classes. Enrollment grew to almost 1,500 students in 59 classes in spring. Enrollment in this fall semester’s 30 in-language classes hit a high of 1,572 students as of Sept. 6, according to Buelna.

The classes have ranged from automotive, culinary, and sewing to a variety of office skills classes, such as intro to spreadsheets.

A survey conducted by the community college district suggested the classes are tapping into an unmet need. About 75% of respondents said they speak two or more languages at home, the most common by far (74%) being Spanish. Armenian, Tagalog, Russian, Chinese languages, and French each were spoken by roughly 3% of respondents.

Nearly two thirds of respondents said they would be interested in taking classes in a language other than English. The most popular subjects chosen were education, health sciences, business and arts.

The survey also revealed resistance. Nearly 20% of respondents said they would not take such a class.

“I’m totally against the classes being taught [in] other than English except foreign languages. We should be united using a language,” one respondent answered.

What an in-language class is like

There are two groups of people waiting to be admitted to the Mexican consulate next to L.A.’s MacArthur Park. The first group is there to process passports and other government documents. The second, much smaller group by an unmarked door, is waiting to be let into Vocational Education 320: Overview of Health Sectors & In Home Support Services, a class offered by East Los Angeles College in conjunction with the consulate.

“Yesterday we talked about the different nursing careers,” class instructor Adrianne Villalvazo said, in Spanish, to 16 people in one of the consulate’s meeting rooms as class begins.

Villalvazo finished medical school a few years ago, she said, and plans to practice family medicine. During the three-hour class, she shows students a video in Spanish that explains a phlebotomist’s training to draw blood, shows a chart listing the average pay for health careers, and listens as one of the students stands in front of the class with hand-drawn illustrations and explains the work of a physical therapist.

Dulce Guzman presented that last one. She moved to L.A. from Mexico City 15 years ago. “I like learning in general,” she said. “I also want to learn about the elderly because I notice that they’re among the most neglected in our communities.”

“I knew I had one year to get policies done,” Gabriel Buelna said, regarding his re-election for the Los Angeles Community College District Board of Trustees in 2022. “With that one year, I took advantage.”

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Since arriving in L.A. she’s worked in restaurants and cleaning hotel rooms. She currently works as a caregiver, she said, for county-provided in-home support services. Her dream is to open a child care business and to earn her caregiving certification.

“My calling right now in my heart, the universe is telling me right now, to take care of older people, I think I’m good,” said Antonio Mungia, who moved to L.A. from central Mexico 23 years ago. He’s worked in restaurants and had an office job after taking an office skills course. His most recent job was taking care of a terminally ill woman who died while he was taking this class.

He hopes to learn how to take blood pressure, administer oxygen, and the ins and outs of adult diapers. He chose this class because it’s given in Spanish.

“There is nothing like learning in your own language, the language you were born with, the language that you speak,” he said.

Sacramento may scale L.A. offerings

By state law, English is to be the language of instruction in California community colleges; students who take classes in languages other than English (except those to learn a foreign language) must also enroll in English as a second language classes.

But that English-only policy was born out of xenophobic times in the 19th and early 20th centuries.

“Many California community colleges are technically Hispanic-Serving Institutions,” which means they enroll a certain percentage of Hispanic students, said Federick Ngo, a higher education policy expert at University of Nevada, Las Vegas.

“Those institutions are kind of grappling with their identity and their mission in light of who they're actually enrolling, and so it does make sense that if you have a large Spanish-speaking population, that you would want to perhaps expand course offerings [in Spanish],” he said.

Other experts say that creating a learning space in a student’s native language increases the opportunities for learning success which in turn nurtures excitement about learning and understanding.

More community colleges may be on their way to creating such spaces.

California Assembly Bill 1096, authored by Assemblyman Mike Fong, is making its way through the legislative process. If approved, it would suspend the English as a second language requirement in community colleges.

LACCD Trustee Gabriel Buelna wants to see in-language instruction expanded to math, biology, literature, and other classes in order “to meet that need [to learn], and for language rights to be seen as equal and not second or third class,” he said.

The number of people in the U.S. who speak a language other than English has been rising. LACCD’s in-language classes are set to help adult learners enter work places where the ability to speak multiple languages is an asset.

“It seems to me to be a very student-centered approach, responsive to [LACCD’s] local labor markets and communities,” said Nikki Edgecombe, a research scholar at the Community College Research Center at Teachers College in New York.

Edgecombe added that LACCD is further along in this effort than other institutions of which she’s aware. The next step, she said, is to measure whether students taking these classes reached their job and education goals and, if so, what will expansion of these classes mean for the surrounding areas.

“How can we affirm the linguistic diversity of our communities and leverage that linguistic diversity to support healthy communities, to have more workers with some post-secondary training that can then work in support and serve those communities better?” she said.

“Una persona que sabe dos idiomas vale más,” said 90-year-old Enrique Buelna as he talked about making sure his kids spoke English and Spanish. The phrase translates to, “A person who knows two languages is worth more.”

The key word is worth. His son Gabriel believes Spanish speakers have been seeking the return of self-worth that nearly a century and a half of public policies have taken away from them.