Social Identities and Bilinguals’ Language and Literacy Development
Keywords:Translanguaging, identities, literacy practices, Spanish-English Two-way immersion
AbstractThis is a qualitative case study that investigates bilinguals’ language and literacy practices on the intersection of social identities, speaking and writing learning, and translanguaging in a Spanish-English two-way classroom. The study proposes that certain bilinguals’ language and literacy learning is closely related to the performance of their social identities, along with the language and literacy practices that they performed in school and home contexts, including translanguaging practices. Two cases of Spanish-English emergent bilinguals’ and two cases of English-Spanish emergent bilinguals’ speaking and writing practices are presented from a qualitative sociocultural and poststructuralist (Davis &Harré, 1990; Peirce, 1995; 2016) theoretical perspectives. Findings show that certain emergent bilinguals’ speaking and writing practices are closely associated with their identities that they constructed in school and at home. Specifically, the way the emergent bilinguals were positioned on the continuum of the classroom social networks, from central to peripheral influenced their diverse ways of learning to speak and write, as well as the other way around. Further findings show that the ways how emergent bilinguals were invested in language and literacy practices in Spanish in classroom as well as in the literacy practices that they performed at home directly influenced the processes of social identity construction. In this way, these findings confirm the assumption that additional language learning can be reinforced when the linguistic, emotional and social dimensions of their developing identities were legitimized applies for certain emergent bilinguals’ language and literacy learning.This is one chapter of my doctoral research on translanguaging and identities.
Auer, P. (Ed.). (2013). Code-switching in conversation: Language, interaction and identity.
Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives, 6(3), ix-xi.
Bourdieu, P. (1991). Language and symbolic power. Cambridge, MA: Harvard University Press.
Bourdieu, P. (1977). Outline of a Theory of Practice (Vol. 16). Cambridge university press.
CorcollLópez, C., & González-Davies, M. (2016). Switching codes in the plurilingualclassroom. Elt Journal, 70(1), 67-77.
Creese, A., &Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20-35.
Davis, B., &Harré, R. (1990). Positioning: The social construction of selves.
Durán, L., & Palmer, D. (2014). Pluralist discourses of bilingualism and translanguaging talk in classrooms. Journal of Early Childhood Literacy, 14(3), 367
García, O. (2009). Education, multilingualism and translanguaging in the 21st century. Social justice through multilingual education, 140-158.
García, O., &Kleifgen, J. A. (2010). Educating emergent bilinguals: Policies, programs, and practices for English language learners. Teachers College Press.
García-Mateus, S., & Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language,
Identity &Education, 16(4), 245-255.
Gort, M., &Sembiante, S. F. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers’
languaging practices in support of emergent bilingual children’s performance of academic discourse.
International Multilingual Research Journal, 9(1), 7-25.
Grosjean, F. (1982). Life with two languages: An introduction to bilingualism. Harvard University Press.
Gutiérrez, K. D., Baquedano‐López, P., Alvarez, H. H., &Chiu, M. M. (1999). Building a culture of collaboration through hybrid language practices. Theory
into practice, 38(2), 87-93.
Hornberger, N. H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language policy, 1(1), 27-51.
Martínez, R. A., Hikida, M., &Durán, L. (2015). Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging.
International Multilingual Research Journal, 9(1), 26-42.
McCarthey, S. J. (2002). Students’ identities and literacy learning. Routledge.
McCarthey, S. J., &García, G. E. (2005). English language learners’ writing practices and attitudes. Written Communication, 22(1), 36-75.
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from" Case Study Research in Education.".Jossey-
Bass Publishers, 350 Sansome St, San Francisco, CA 94104.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms.
Theory into practice, 31(2), 132-141.
Norton, B. (2016). Identity and language learning: Back to the future. TESOL quarterly, 50(2), 475-479.
Pacheco, M. B. (2016). Translanguaging in the English-centric classroom: A communities of practice perspective. Vanderbilt University.
Pacheco, M. B., & Miller, M. E. (2016). Making meaning through translanguaging in the literacy classroom. The Reading Teacher, 69(5), 533-537.
Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL quarterly, 29(1), 9-31.
Poplack, S. (1980). Sometimes I’ll start a sentence in Spanish y termino en español: toward a typology of code-switching1. Linguistics, 18(7-8), 581-618.
Potowski, K. (2007). Language and identity in a dual immersion school (Vol. 63). Multilingual Matters.
Poza, L. E. (2018). The language of ciencia: Translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and
Bilingualism, 21(1), 1-19.
Sadovnik, A. R., Cookson Jr, P. W., Semel, S. F., & Coughlan, R. W. (2017). Exploring education: An introduction to the foundations of education. Routledge.
Sayer, P. (2013). Translanguaging, TexMex, and bilingual pedagogy: Emergent bilinguals learning through the vernacular. TESOL quarterly, 47(1), 63-88.
Toribio, A. J. (2004). Spanish/English speech practices: Bringing chaos to order. Bilingual Education and Bilingualism, 7(2 & 3), 133–154.
Valdés, G., Poza, L., & Brooks, M. D. (2015). Language acquisition in bilingual education. The handbook of bilingual and multilingual education, 56-74.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).