'I'll Be the Hero': How Adolescents Negotiate Intersectional Identities within a High School Dual-Language Program

Autor/inn/en	Salerno, April S.; Kibler, Amanda K.; Hardigree, Christine N.
Titel	'I'll Be the Hero': How Adolescents Negotiate Intersectional Identities within a High School Dual-Language Program
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 1, S.20-33 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salerno, April S.) ORCID (Kibler, Amanda K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1784086
Schlagwörter	Bilingualism; Biculturalism; High School Students; Bilingual Education; Spanish; English (Second Language); Second Language Learning; Self Concept; Peer Relationship; Collaborative Writing; Group Activities; Student Projects; Student Empowerment; Student Attitudes; Virginia + Suchen Sie Ihr Suchwort? Bilingualismus; Bikulturalität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bilingual teaching; Bilingualer Unterricht; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Selbstkonzept; Peer-Beziehungen; Gruppenaktivität; Schulprojekt; Studienberechtigung; Schülerverhalten
Abstract	In this study, we examine how adolescents in a dual-language program negotiate intersectional identities through interaction, while engaged in small-group exploratory talk around the task of a collaborative-writing project. We recognize that while dual-language settings can help adolescents build relationships with ethnolinguistically different peers who might be otherwise tracked into separate classrooms, dual-language spaces, nested within a larger racialized U.S. system, also have potential to reify marginalized identities. Using a microethnographic lens, we examine how students in an extra-curricular high school dual-language Spanish-English program negotiate intersectional identities while engaging in small-group work to write a bilingual book to share with elementary students. We found that the small-group setting was a space where students negotiated both marginalized and privileged identities, sometimes related to language and other times related to a host of other factors. We consider how talking directly with adolescents about the roles that might be placed on them as participants in dual-language programs can enlist them in the work of creating dual-language spaces that validate the various identities students seek to take up. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01