"You Don't Speak Spanish in the Cafeteria": An Intersectional Analysis of Language and Social Constructions in a Kindergarten Dual Language Immersion Class

Autor/in	Martinez Negrette, Giselle
Titel	"You Don't Speak Spanish in the Cafeteria": An Intersectional Analysis of Language and Social Constructions in a Kindergarten Dual Language Immersion Class
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 4, S.1467-1483 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martinez Negrette, Giselle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1767536
Schlagwörter	Immersion Programs; Bilingual Education; Language Usage; Race; Ethnicity; Social Influences; Sociolinguistics; Hispanic American Students; Spanish; English Language Learners; Kindergarten; Bilingual Students; Cultural Influences; Racial Identification + Suchen Sie Ihr Suchwort? Immersionsprogramm; Bilingual teaching; Bilingualer Unterricht; Sprachgebrauch; Rasse; Abstammung; Ethnizität; Sozialer Einfluss; Soziolinguistik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Spanisch; Cultural influence; Kultureinfluss
Abstract	Dual language immersion (DLI) programs have emerged in the U.S. as effective ways to bring together language minority and language majority speakers in school settings with the goal of bilingualism and bi-literacy for all. However, the proliferation of these programs has raised concerns regarding issues of inequity and dissimilar power dynamics in these spaces (Cervantes-Soon, 2014, "A Critical Look at Dual Language Immersion in the New Latin@ Diaspora." "Bilingual Research Journal" 37 (1): 64-82; Flores, 2016, Do Black Lives matter in Bilingual Education [Web log post]. Accessed May 1, 2017. https://educationallinguist.wordpress.com/2016/09/11/do-black-lives-matter-in-bilingual-education/; Valdes, 1997, "Dual language immersion programs: A cautionary note concerning the education of language-minority students." "Harvard Educational Review" 67: 391-430, 2018, "Analyzing the curricularization of language in two-way immersion education: Restating two cautionary notes." "Bilingual Research Journal"). With this in mind, this study aims to shed light on the intricate social processes at work in DLI contexts. In particular, this paper examines first, how notions of language use, race, and ethnicity are socially constructed and intersect in DLI settings; and second, it explores how these ideas are discerned and re-shaped by young children into their own social and linguistic norms. Employing qualitative research methods, this year-long ethnographic case study uses the intersectional lens of raciolinguistics (Alim, Rickford & Ball, 2016, "Raciolinguistics: how language shapes our ideas about race." New York, NY: Oxford University Press; Rosa & Flores, 2017, "Unsettling race and language: Toward a raciolinguistic perspective." "Language in Society" 46 (5): 621-647), to examine the intricate cross-cutting dynamics at play in bilingual spaces. The exploration of these ideas helps to illuminate the ways in which language practices and interactions are shaped by social constructions from a very early age. Furthermore, it contributes to understandings of social perceptions and relations in multilingual/multicultural/multiethnic contemporary school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01