But mom! I’m not a Spanish Boy: Raciolinguistic socialization in a Two-Way Immersion bilingual program

• Published in: Linguistics and education Vol. 50; pp. 1 - 12
• Main Author: Chaparro, Sofía E.
• Format: Journal Article
• Language: English
• Published: Oxford Elsevier Inc 01.04.2019; Elsevier Science Ltd
• Subjects: Bilingual education; bilingualism; Children; ideologies; Immersion programs; Kindergarten; Language acquisition; Language ideologies; Literacy; Parent-child relations; Race; raciolinguistic; Socialization; Sociolinguistics; Spanish language; TWI programs; raciolinguistic; ideologies; socialization; bilingualism; TWI programs
• ISSN: 0898-5898; 1873-1864
• DOI: 10.1016/j.linged.2019.01.003

•Raciolinguistic ideologies influence children's socialization in TWI programs.•Language, class and race impact perceptions of children's linguistic abilities.•Language mixing in TWI programs is evaluated differently depending on race and class.•Raciolinguistic expectations affect evaluations of Latinx children's language use. This article is about the ways in which race and class impact socialization in a Two Way Immersion classroom - a process I refer to as raciolinguistic socialization. In line with the concept of raciolinguistic ideologies (Flores and Rosa, 2015), the term raciolinguistic socialization captures the ways in which race and class impact how language and literacy abilities are perceived and evaluated. I illustrate this process through the ethnographic stories of three Kindergarten students. Weaving together observations, recorded interactions, and parent interviews, I show the impact of raciolinguistic expectations on Latinx children; how class and race privilege influence how language development is evaluated positively, and how a disadvantaged socioeconomic position negatively impacts perceptions of linguistic ability.I conclude by discussing implications of this work for both TWI programs and for understanding how raciolinguistic ideologies impact children's socialization more broadly