Emergent bilinguals’ emerging identities in a dual language school

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dc.contributor.authorBabino, Alexandra
dc.contributor.authorStewart, Mary Amanda
dc.creator.orcidhttps://orcid.org/0000-0002-0695-7634
dc.date.accessioned2023-05-02T18:38:17Z
dc.date.available2023-05-02T18:38:17Z
dc.date.issued2015
dc.descriptionArticle originally published in Journal of Bilingual Education Research & Instruction, 17(1), 28-48. English. Published Online 2015. https://www.academia.edu/20836354/Emergent_bilinguals_emerging_identities_in_a_dual_language_school
dc.descriptionPermission to deposit this file was given through direct contact with the publisher. For more information please see the faculty member's entry in Project INDEX -- EDH 7/7/23
dc.description.abstractThe purpose of this study was to explore how emergent bilinguals’ emerging identities interact with their language attitudes and choices in various contexts to create their investment in English, Spanish, and bilingualism. Using a mixed method design, the researchers analyzed surveys and social networking maps of 63 Mexican-American, bilingual fifth-graders in a one-way dual language (DL) school and then the interviews of 10 of these students. Findings indicate that students’ identities and investments show a strong correlation to their language use and language of instruction. Specifically, students’ investment in their languages suggest that we might reconsider strict language separation in DL programs while overtly attending to students’ investment in the minority language, Spanish. Most significantly, the language we use formally and informally affects students’ attitudes toward that language. Thus, greater emphasis on developing bilingual investment is an indispensable goal of DL programs.en_US
dc.identifier.citationThis is the published version of an article that is available at https://www.academia.edu/20836354/Emergent_bilinguals_emerging_identities_in_a_dual_language_school. Recommended citation: Babino, A. & Stewart, M.A. (2015). Emergent bilinguals’ emerging identities in a dual language school. Journal of Bilingual Education Research & Instruction, 17(1), 28-48. This item has been deposited in with the author’s permission and in the absence of publisher policies.en_US
dc.identifier.urihttps://hdl.handle.net/11274/14943
dc.identifier.urihttps://www.academia.edu/20836354/Emergent_bilinguals_emerging_identities_in_a_dual_language_school
dc.language.isoen_USen_US
dc.publisherTexas Association for Bilingual Educationen_US
dc.subjectBilingualismen_US
dc.subjectMixed method designen_US
dc.subjectDual language programsen_US
dc.titleEmergent bilinguals’ emerging identities in a dual language schoolen_US
dc.typeArticleen_US

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