Browsing by Subject "Dual language education"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item Blackness and bilingualism: language ideologies in the African American community(2015-12) Greer, Elizabeth Jane; Palmer, Deborah K.; Foster, Kevin MThis qualitative interpretivist study uses Richard Ruiz’s language orientation framework to explore the perspectives of African Americans towards Spanish-English bilingualism as it relates to dual language education. Ruiz presented three ideologies towards minority languages: language as a problem, language as a right, and language as a resource (1984). Galindo later added the idea of language as a boundary (1997). This study attempts to add to these frameworks by providing an alternative perspective: a minority language as seen by members of another marginalized group. Previous research demonstrates the potential of dual language programs to promote academic, linguistic, and cross-cultural competence in all students (Howard, Sugarman & Christian, 2003; Thomas & Collier, 2011), yet also suggests that African American students are experiencing limited inclusion in these types of programs (Center for Applied Linguistics, 2008; Lindholm-Leary, 2001). This project contributes to the scant but growing body of research on African American involvement in dual language by examining the existing language ideologies in the African American community towards multilingualism, specifically Spanish-English bilingualism. The researcher analyzed 5 semi-structured interviews with members of the African American community in one urban school district. Thematic coding revealed the representation of each of Ruiz’s original orientations as well as Galindo’s, however, the data analysis also uncovered nuanced and additional ideologies emerging from the racial position of African Americans in U.S. society. This project provides compelling insight into the perspectives of African Americans towards Spanish-English bilingualism. In practice, the implications of this study suggest alternative approaches to the design, recruitment, and implementation of dual language programs with African American students in mind. In theory, this study presents a racially nuanced understanding of Ruiz’s original language orientation framework as well as engages in problematizing the existing raciolinguistic hierarchy of power in U.S. society.Item Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study(2011-05) Slade, William Staughan; Palmer, Deborah K.; Callahan, RebeccaTwo-Way Immersion (TWI) programs offer settings and goals that foster multilingual and multicultural communities; however, communities are complex and fluid, and have aspects that may or may not promote equitable education and learning. This research analyzes the actions and interactions of a group of first grade students to address how community develops during the first semester of implementation of a TWI program. Theoretical notions of figured worlds and communities of practice frame the analysis of ethnographic data to provide insight into the complex social and pedagogical dynamics of this setting 1) through conversations with teachers, 2) through observations of teacher-student interactions during teacher-centered activities, and 3) through observations of students interacting with less teacher presence. Findings describe the teachers’ discourses about their students, which centered on issues of equity and dismantling language status hierarchies. The findings also describe practices that the teachers themselves frame as promoting unified, equitable communities; however, analysis was mixed in finding that certain practices appeared to promote unity within the classroom and others appeared to reinforce divisions among students. Key findings also confirm the results of other researchers regarding the positioning of initially bilingual students in TWI as “dual language experts.” This study notes some ramifications of teaching practices and aspects of the specific 50-50 TWI model for the entire community of learners, which, while elevating balanced bilinguals may marginalize English learners and Spanish learners.Item When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom(2014-05) Dougherty, Caitlin Anna; Callahan, Rebecca M.The present study analyzed the writing of emergent bilingual second grade students enrolled in a two-way dual language bilingual education program. Writing samples were analyzed holistically and cross-linguistic strategies were documented that support the claims that the process of developing biliteracy is dynamic and singular. In addition, Spanish language arts classes were observed and teacher interviews were conducted in order to contextualize the emergent bilinguals’ writing process. A preference for English was documented during classroom observations as well as in the writing samples collected. Of the 16 emergent bilingual second graders, only four Spanish-dominant students chose to write in both languages. The teacher’s stated concerns over the Spanish proficiency of her English-dominant students led her to alter her instruction during Spanish language arts, deferring to English. The implications of this shift to English for the developing biliteracy of emergent bilinguals are discussed.