Ongoing Emergence: Borderland High School DLBE Students' Self-Identifications as Lingual People

Autor/inn/en	Mortimer, Katherine S.; Dolsa, Gabriela
Titel	Ongoing Emergence: Borderland High School DLBE Students' Self-Identifications as Lingual People
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 1, S.7-19 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mortimer, Katherine S.) ORCID (Dolsa, Gabriela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1783636
Schlagwörter	Code Switching (Language); Language Usage; Native Language; Second Language Learning; Second Language Instruction; Bilingualism; English (Second Language); Ethnography; Language Attitudes; Self Concept; Bilingual Education Programs; Immersion Programs; Peer Relationship; High School Students; Equal Education; Classroom Communication; Student Attitudes; Student Characteristics; Texas (El Paso) + Suchen Sie Ihr Suchwort? Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnografie; Sprachverhalten; Selbstkonzept; Immersionsprogramm; Peer-Beziehungen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Klassengespräch; Schülerverhalten
Abstract	Conceptualizations of language as translanguaging (Otheguy, García, and Reid 2015) help us to render wholeness out of languages and groups of speakers socially constructed as distinct. Yet in practice teachers are still compelled to identify students by dichotomous institutional labels for discrete proficiencies in named languages: identity labels that are inevitably hierarchical and connected to inequity. This paper examines how youth in a two-way DLBE program on the US-Mexico border conceptualized themselves and their peers quite differently -- as non-dichotomous -- and their bilingualism as more continuously emergent. Based on interviews in a multiyear ethnography, we argue that youths' conceptualizations of themselves as lingual (Flores 2013) people, rather than bilingual or monolingual, English learner or English proficient, are particularly important for serving our goals of equity in DLBE at the high school level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01