Constructing identities: How two emergent bilinguals create linguistic agency in elementary school

Emergent bilinguals' engagement and participation with learning is closely connected to the identities they are able to construct in this learning. In this paper, I present a model for understanding how young emergent bilinguals begin to construct identities with language and learning across sc...

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Published inBilingual research journal Vol. 41; no. 2; pp. 133 - 149
Main Author Collett, Jennifer
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 03.04.2018
Taylor & Francis Inc
Subjects
Bilingual education
Bilingual Education Programs
Bilingualism
Classroom Communication
Classroom Techniques
Code Switching (Language)
Discourse Analysis
Educational Environment
Elementary Education
Elementary School Students
Elementary Schools
English (Second Language)
English language
Language Dominance
Language Usage
Learning Activities
Limited English Speaking
Linguistic identity
Observation
Second Language Learning
Self Concept
Semi Structured Interviews
Spanish
Spanish language
Online AccessGet full text

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Abstract Emergent bilinguals' engagement and participation with learning is closely connected to the identities they are able to construct in this learning. In this paper, I present a model for understanding how young emergent bilinguals begin to construct identities with language and learning across school-based activities. Drawing upon Holland, Lachiotte, Skinner & Cain's (1998) framework of how identities are shaped across figured worlds, and Nasir & Hand's (2006, 2008) notion of practice-linked identities in school-based contexts, the model identifies the ways in which three components-context, subject positioning, and agency-play a critical role in how emergent bilinguals in a Spanish-English dual language, elementary school program begin to construct identities with learning and language. In juxtaposing the experiences of two emergent bilinguals, data highlights how these students used language in novel ways to assert a level of agency to become active participants in school-based activities.
AbstractList Emergent bilinguals' engagement and participation with learning is closely connected to the identities they are able to construct in this learning. In this paper, I present a model for understanding how young emergent bilinguals begin to construct identities with language and learning across school-based activities. Drawing upon Holland, Lachiotte, Skinner & Cain's (1998) framework of how identities are shaped across figured worlds, and Nasir & Hand's (2006, 2008) notion of practice-linked identities in school-based contexts, the model identifies the ways in which three components--context, subject positioning, and agency--play a critical role in how emergent bilinguals in a Spanish-English dual language, elementary school program begin to construct identities with learning and language. In juxtaposing the experiences of two emergent bilinguals, data highlights how these students used language in novel ways to assert a level of agency to become active participants in school-based activities.
Audience Elementary Education
Author Collett, Jennifer
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Snippet Emergent bilinguals' engagement and participation with learning is closely connected to the identities they are able to construct in this learning. In this...
Emergent bilinguals’ engagement and participation with learning is closely connected to the identities they are able to construct in this learning. In this...
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SubjectTerms Bilingual education
Bilingual Education Programs
Bilingualism
Classroom Communication
Classroom Techniques
Code Switching (Language)
Discourse Analysis
Educational Environment
Elementary Education
Elementary School Students
Elementary Schools
English (Second Language)
English language
Language Dominance
Language Usage
Learning Activities
Limited English Speaking
Linguistic identity
Observation
Second Language Learning
Self Concept
Semi Structured Interviews
Spanish
Spanish language
Title Constructing identities: How two emergent bilinguals create linguistic agency in elementary school
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