<i>Bilingual Ways with Words</i>
            : Children’s Identity Enactment and Negotiation in a Dual Language Immersion Class

Negrette, Giselle Martinez

doi:10.1080/15348458.2022.2025539

Cited by 3 publications

(2 citation statements)

References 41 publications

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“…Finally, within the aforementioned issues faced by DL programs, it is important to highlight the work that scholars such as Pacheco and Hamilton (2020), Venegas‐Weber (2018), and Martinez Negrette (2022), among others, have done to note the possibilities for disruption, change, and improvement in DL spaces. Pacheco and Hamilton (2020) drew on the concept of bilanguaging— “a demonstrated awareness of linguistic, cultural, and racial/ethnic borders and, at the same time, [students'] sensing about how Spanish, English, and bilingualism intersect in their lives relative to White students” (pp.…”

Section: Guiding Frameworkmentioning

confidence: 99%

“…Venegas‐Weber (2018) examined how the inquiry into bilingual teachers' professional identity may reveal opportunities for agency and equality within DL spaces. Lastly, the work of Martinez Negrette (2022) stressed the importance of moving away from stagnant ideas of language socialization, domination, and subordination in DL contexts to better understand the agentic actions of children using their resources to negotiate complex sociolinguistic spaces in DL programs.…”

Section: Guiding Frameworkmentioning

confidence: 99%

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“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program

Negrette

2023

TESOL Quarterly

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This ethnographic case study investigates one dual language (DL) program in the midwestern United States. Drawing on concepts of “The White Space” (Anderson, 2015) and spaces of multilingualism (Blommaert et al., 2005), it explores the social perceptions, actions, and normative sensibilities of young children in a DL program where people of color are “typically absent, not expected, or marginalized when present” (Anderson, 2015, p. 10). This study shows how students and teachers co‐construct DL spaces and highlights how racially minoritized children resist, navigate, and (re)shape relationships in the White Space of the program. The article concludes by encouraging researchers and teacher educators to support DL teachers in their development of a critical consciousness to help them name and counteract inequities in DL programs.

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Section: Guiding Frameworkmentioning

confidence: 99%

Section: Guiding Frameworkmentioning

confidence: 99%

“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program

Negrette

2023

TESOL Quarterly

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“I Have Magic in My Mouf!”: Embodied languaging enactments of African American multilingual students in a Spanish-English immersion program

Bauer,

Sánchez

2024

Linguistics and Education

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“Puro English and a little bit of Spanish”: Bi/multilingual kindergarteners’ language ideologies in a dual language bilingual class during the COVID-19 pandemic

Buckband,

Kaveh,

Ozbek-Damar

et al. 2024

International Journal of Bilingualism

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Aims: The goal of the study is to examine bi/multilingual children’s language beliefs and their contributions to school and family language policies in a two-way dual language bilingual education (DLBE) program in the United States while participating in online schooling from home. Methodology: We report from a larger critical ethnographic study with a Title I K-8 school in Arizona. The data for this study are based on ethnographic fieldwork during the 2020–2021 academic year with a DLBE kindergarten cohort. Data and analysis: We conducted semi-weekly class observations and individual semi-structured interviews with 12 bi/multilingual kindergarten children. Data analysis entailed a multi-step thematic analysis through several rounds of focused coding. Findings: Our findings show that the children were deeply aware of the languages they spoke, their proficiency in each, how they chose to express those proficiencies, and the way they identified with each language. We identify ways that children agentively used language to transcend separative language policies by using language fluidly. Originality: The study contributes to the literature on young children’s language policymaking and their reproductive and resistive forms of agency. Our child participants were 5 and 6 years old, an underrepresented age in research that connects school and family language policies. Furthermore, this group’s linguistic, racial-ethnic, and cultural diversity allows for a deeper glimpse into how bi/multilingual children develop complex identities. Implications: The study has implications for the importance of pedagogical and linguistic flexibility with young children in DLBE programs. The study shows the importance of how young bi/multilingual children respond to the processes of implementing a program by highlighting the role and position of each language in their home and school environments.

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Bilingual Ways with Words : Children’s Identity Enactment and Negotiation in a Dual Language Immersion Class

Cited by 3 publications

References 41 publications

“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program

“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program

“I Have Magic in My Mouf!”: Embodied languaging enactments of African American multilingual students in a Spanish-English immersion program

“Puro English and a little bit of Spanish”: Bi/multilingual kindergarteners’ language ideologies in a dual language bilingual class during the COVID-19 pandemic

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