Bilingual Ways with Words

Children’s Identity Enactment and Negotiation in a Dual Language Immersion Class

Datos Bibliográficos

ID12762163
AutoresGiselle Del Carmen Martinez Negrette (0000-0001-7029-9237, University of Illinois Urbana-Champaign, autor de correspondencia)
Año2022
Volumen23
Número5
Páginas642-657
Fecha de publicación2022-02-16
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Language Identity & Education (JOURNAL)
Identificadores de la revistaISSN: 1532-7701 • E-ISSN: 1534-8458
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15348458.2022.2025539
OpenAlexW4212935393
IdiomaEN
Citas recibidas3
Referencias citadas46

This qualitative study examines strategies used by children in a kindergarten dual language immersion (DLI) class, when enacting and negotiating intersecting social constructions such as ethnicity, social class, and bilingualism. Drawing on data collected during the 2017–2018 academic year, this paper uses an intersectional lens to describe the ways in which children are actively engaged in sociocultural processes of language use and socialization. In addition, it employs the notions of identity and social class position to analyze how children's bilingual understanding and strategic language use is manifested in different ways. The paper ends by encouraging educators and researchers to reconsider the way they evaluate power at work in educational settings and children’s ways of displaying it. A more nuanced understanding of children’s interactions in bilingual settings is necessary in order to stretch our considerations of power and social relations in present-day school contexts

Class (philosophy · Dual language · Epistemology · Ethnic group · Identity (music · Negotiation · Neuroscience of multilingualism · Participant observation · Pedagogy · Political science · Social class · Social science · Socialization · Sociocultural evolution · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology