Language and Identity in a Dual Immersion School

Potowski, Kim

doi:10.21832/9781853599453

Cited by 162 publications

(72 citation statements)

References 3 publications

(1 reference statement)

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“…The linguistic hierarchy sends a clear message that learning English is more important than learning Spanish and the students' responses indicate that they are quite aware of these status differences. As McCollum (1999) and Potowski (2007) have pointed out, these differences in the assigned value of Spanish and English will affect students' linguistic choices over time with English becoming the unmarked, more accepted language choice and Spanish the marked, contested language choice.…”

Section: Discussionmentioning

confidence: 99%

“…These studies have raised questions about the extent to which elementary TWI programs achieve linguistic equity (Amrein & Pena, 2000;Hadi-Tabassum, 2006;Wiese, 2004). They have also led to new understandings about how student identities are constructed through language practices in the classroom (Fitts, 2006;Potowski, 2004Potowski, , 2007Rubinstein-Avila, 2003).…”

mentioning

confidence: 99%

“…English held more social and cultural currency for the students, even for relative newcomers to the United States. As a result, the students' identity and language investment shifted to English acquisition rather than Spanish maintenance and bilingualism (see also Potowski, 2004Potowski, , 2007. In her study of a middle school in Philadelphia, Freeman (2000) documented a continuum of Spanish proficiency for Puerto Rican students, which required modifications in teaching practices that had assumed nativelike proficiency for these students.…”

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confidence: 99%

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Cultural and Linguistic Investment: Adolescents in a Secondary Two-Way Immersion Program

Bearse

Jong

2008

Equity & Excellence in Educ.

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This qualitative study inquired into secondary students' perceptions of their participation in a secondary Spanish-English two-way immersion (TWI) program, triangulating data from 166 surveys and 24 focus interviews across grades 6-12. After reviewing current research on secondary two-way immersion programs, the article describes the study and its findings. The first finding stresses the continuous link between language and identity and how this link differs within the Latino group. A second theme centered on how students viewed the linguistic and cultural capital the TWI program aims to develop, with the Anglo students identifying bilingualism for better job opportunities as the most important capital. Latino students also envisioned better job opportunities; however, Spanish was valued foremost for its connection to their families and roots. Finally, the third theme discusses linguistic and cultural equity. Though all students evaluated their experiences in the TWI program positively, they acknowledged that as they moved through the secondary years, their exposure to Spanish declined and English dominated their school day. The authors urge educators to consider how the academic, linguistic, and cultural benefits of TWI programs are distributed for various groups enrolled in the program.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Cultural and Linguistic Investment: Adolescents in a Secondary Two-Way Immersion Program

Bearse

Jong

2008

Equity & Excellence in Educ.

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“…(Barack Obama, 8 July 2008, Powder Springs, GA) In this pre-election speech on the state of the US economy, Barack Obama conveys a global perspective and pro-multilingual stance on language policy in education. His positive outlook on bilingualism and foreign-language learning recognizes not just the well-documented fact that children of immigrants residing in the US rapidly learn English but also that multilingualism provides economic advantages and is a norm outside of the US (Ferguson and Heath 1981;McKay and Wong 1988;Potowski 2010).…”

Section: Introductionmentioning

confidence: 99%

Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens

Hornberger¹,

Link²

2012

International Journal of Bilingual Education and Bilingualism

518

219

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As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as 'English language learners,' in both English as a Second Language and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction and first language literacy is discouraged and undervalued poses unusual challenges for learners whose communicative repertoires encompass translanguaging practices. Drawing on the critical sociolinguistics of globalization and on ethnographic data from US and international educational contexts, we argue via a continua of biliteracy lens that the welcoming of translanguaging and transnational literacies in classrooms is not only necessary but desirable educational practice. We suggest that Obama's current policies on the one hand and our schools' glaring needs on the other offer new spaces to be exploited for innovative programs, curricula, and practices that recognize, value, and build on the multiple, mobile communicative repertoires and translanguaging/transnational literacy practices of students and their families.

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“…The pedagogical focus in research on immersion education has relatedly been on oneway (foreign language) programs for majority language speakers and developmental, maintenance bilingual programs for minority language speakers (Cloud, Genesee, & Hamayan, 2000). More recently, with the expansion of dual language programs, particularly in the U.S., reciprocal two-way immersion programs, where two different language groups of students learn from and with each other in the classroom, have also become a key focus (Cloud et al, 2000;Lindholm-Leary, 2001;Potowski, 2007).…”

Section: Introduction: the Problem With Disciplinary Boundariesmentioning

confidence: 99%

Indigenous immersion education

May

2013

JICB

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This article outlines key developments internationally over the last 40 years in indigenous immersion education. Most notable here has been the establishment of community-based, bottom-up immersion programs, instigated by indigenous communities with the aim of maintaining or revitalizing their indigenous languages. As such, the article addresses a relative lacuna in immersion education literature, which has to date focused primarily on second-and foreign-language contexts. The article first provides a wider sociohistorical and sociopolitical context, focusing on key developments in international law, and in specific national contexts, which have facilitated the establishment of these indigenous immersion programs. The interrelationship between indigenous immersion educational policy and pedagogy is then explored, highlighting, in the process, the various challenges involved in developing, implementing, and maintaining effective indigenous immersion programs. Finally, international exemplars of indigenous education programs are discussed, including, Hawaiian, Navajo, and Cherokee programs in the U.S., and Māori-medium education in Aotearoa/New Zealand.Additional abstract(s) at end.

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Language and Identity in a Dual Immersion School

Cited by 162 publications

References 3 publications

Cultural and Linguistic Investment: Adolescents in a Secondary Two-Way Immersion Program

Cultural and Linguistic Investment: Adolescents in a Secondary Two-Way Immersion Program

Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens

Indigenous immersion education

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