Becoming "Spanish Learners": Identity and Interaction among Multilingual Children in a Spanish-English Dual Language Classroom

Autor/inn/en	Martínez, Ramón Antonio; Durán, Leah; Hikida, Michiko
Titel	Becoming "Spanish Learners": Identity and Interaction among Multilingual Children in a Spanish-English Dual Language Classroom
Quelle	In: International Multilingual Research Journal, 11 (2017) 3, S.167-183 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2017.1330065
Schlagwörter	Self Concept; Elementary School Students; Ethnography; Spanish; Grade 1; Classroom Communication; Literacy Education; English (Second Language); Second Language Learning; Second Language Instruction; Multilingualism; Bilingual Education Programs; Code Switching (Language); Qualitative Research; Language of Instruction; Teaching Methods; Longitudinal Studies; Second Languages; Discourse Analysis; Bilingualism; Language Usage; California + Suchen Sie Ihr Suchwort? Selbstkonzept; Ethnografie; Spanisch; School year 01; 1. Schuljahr; Schuljahr 01; Klassengespräch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Qualitative Forschung; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Second language; Zweitsprache; Diskursanalyse; Bilingualismus; Sprachgebrauch; Kalifornien
Abstract	This article explores the interactional co-construction of identities among two first-grade students learning Spanish as a third language in a Spanish-English dual language classroom. Drawing on ethnographic and interactional data, the article focuses on a single interaction between these two "Spanish learners" and two of their Spanish-speaking classmates that took place within the context of a classroom literacy event. Analysis involved examining the sequential organization of talk, as well as identifying the particular linguistic resources that speakers recruited in their conversational turns. Findings showcase the interactional mechanisms by which students' identities were variously asserted, contested, and negotiated in everyday classroom talk. The article ends by offering implications and raising further questions with respect to the implementation of dual language education for multilingual students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01