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Academia Cuauhtli : bilingual/bicultural teacher expertise in a cultural and linguistic revitalization project
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Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners
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Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap
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Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning
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Power and caring embodied through bilingual preservice teachers' choice of participant structures
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Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication
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“She was born speaking English and Spanish!” co-constructing identities and exploring children’s bilingual language practices in a two-way immersion program in central Texas
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Abstract:
This ethnographic and longitudinal study examined how the language practices of emergent bilingual students in a two-way immersion classroom, dual language (TWDL) program contributed to the co-construction of their and each others’ identities. I drew from theoretical frameworks related to the concept of identity specifically: sociocultural linguistics, figured worlds, and positioning theory. Key findings suggest that the strategies teachers used to promote language learning played a role in the ways students were positioned. Additionally, a critical curriculum opened up spaces in the classroom where children could draw from their linguistic repertoire despite the strict separation of the language of instruction in TWDL programs. Finally, when teachers modeled flexible bilingualism they promoted the use of both Spanish and English, at times simultaneously, and the academic content became the focus. As a result, students engaged in deeper conversations about social inequities experienced by minoritized language communities. The findings have implications for our 1st and 2nd generation Latino immigrant students learning alongside language-majority students, particularly in the areas of teacher education, research, and language policy in TWDL programs. ; Curriculum and Instruction
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Keyword:
Bilingual education; Dual language immersion; Heritage speakers of Spanish
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URL: http://hdl.handle.net/2152/39754 https://doi.org/10.15781/T27M0412H
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Same-turn self-repair practices in peer-peer L2 conversational dyads
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Performing the advocate bilingual teacher : drama-based interventions for future story-making
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Blackness and bilingualism: language ideologies in the African American community
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Dual language bilingual education program implementation : teacher language ideologies and local language policy
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Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border
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I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom
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Latina teachers’ conversations on cultural identity, language ideologies and humanizing pedagogy
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Investment or hegemony : language equity in a two-way dual language classroom
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Latino children of immigrants : identity formation at the intersection of residency status
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Language ideologies in a bilingual fourth grade classroom : a research proposal and reflections
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Colorín colorado este cuento no se ha acabado : modernized folklore Latino style
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