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A Teacher's Facilitation of Mexican Immigrant Students' Border Crossings in a Dual-Language Classroom

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Title: A Teacher's Facilitation of Mexican Immigrant Students' Border Crossings in a Dual-Language Classroom
Language: English
Authors: María G. Lang (ORCID 0000-0001-8215-801X), Georgia Earnest García
Source: International Journal of Bilingual Education and Bilingualism. 2024 27(6):731-743.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Descriptors: Immigrants, Ethnography, Bilingual Education Programs, English, English (Second Language), Second Language Learning, Second Language Instruction, Spanish, Language Dominance, Hispanic Americans, Minority Group Teachers, Hispanic American Students, Grouping (Instructional Purposes), Language Role, Code Switching (Language), Bilingual Teachers, Mexican Americans, Elementary School Teachers, Equal Education, Language Usage, Native Language, Power Structure, Classroom Techniques, Working Class, Middle Class, Student Characteristics, Linguistic Theory, Social Differences, Language Attitudes
DOI: 10.1080/13670050.2023.2232519
ISSN: 1367-0050
1747-7522
Abstract: This ethnographic study utilized border theory to examine how a bilingual Latinx teacher created equitable instruction for Mexican immigrant second-graders in a 50-50 dual-language (DL) classroom in the U.S. Midwest. Approximately half the students in the DL classroom came from Spanish-speaking, working-class homes, and half from English-speaking, middle-class homes. The teacher reduced linguistic borders when she drew from her personal experiences and knowledge of bilingualism to forbid linguistic discrimination, separated students' second-language mastery from their conceptual understanding, and facilitated translanguaging (bilingual individuals' use of integrated linguistic resources). She promoted class border crossings when she intentionally grouped students and told the English-dominant students that they were disrespecting their Spanish-dominant classmates when they refused to speak Spanish. Borders that the teacher could not change were the high status of English at the school and the English-dominant students' expectation that the Spanish-dominant students would help them with their Spanish but that they did not have to reciprocate. Educational implications included training DL teachers so that they know how to reduce the privileges of the English speakers and how to support translanguaging. A call for more classroom research to address the power dynamics between language-minority and majority students in DL classrooms was made.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1427774
Database: ERIC
FullText Text:
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  Data: A Teacher's Facilitation of Mexican Immigrant Students' Border Crossings in a Dual-Language Classroom
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22María+G%2E+Lang%22">María G. Lang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8215-801X">0000-0001-8215-801X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Georgia+Earnest+García%22">Georgia Earnest García</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Bilingual+Education+and+Bilingualism%22"><i>International Journal of Bilingual Education and Bilingualism</i></searchLink>. 2024 27(6):731-743.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 13
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnography%22">Ethnography</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education+Programs%22">Bilingual Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Dominance%22">Language Dominance</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grouping+%28Instructional+Purposes%29%22">Grouping (Instructional Purposes)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Role%22">Language Role</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Teachers%22">Bilingual Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mexican+Americans%22">Mexican Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Working+Class%22">Working Class</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Class%22">Middle Class</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Theory%22">Linguistic Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Differences%22">Social Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Attitudes%22">Language Attitudes</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1080/13670050.2023.2232519
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1367-0050<br />1747-7522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This ethnographic study utilized border theory to examine how a bilingual Latinx teacher created equitable instruction for Mexican immigrant second-graders in a 50-50 dual-language (DL) classroom in the U.S. Midwest. Approximately half the students in the DL classroom came from Spanish-speaking, working-class homes, and half from English-speaking, middle-class homes. The teacher reduced linguistic borders when she drew from her personal experiences and knowledge of bilingualism to forbid linguistic discrimination, separated students' second-language mastery from their conceptual understanding, and facilitated translanguaging (bilingual individuals' use of integrated linguistic resources). She promoted class border crossings when she intentionally grouped students and told the English-dominant students that they were disrespecting their Spanish-dominant classmates when they refused to speak Spanish. Borders that the teacher could not change were the high status of English at the school and the English-dominant students' expectation that the Spanish-dominant students would help them with their Spanish but that they did not have to reciprocate. Educational implications included training DL teachers so that they know how to reduce the privileges of the English speakers and how to support translanguaging. A call for more classroom research to address the power dynamics between language-minority and majority students in DL classrooms was made.
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  Data: 2024
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  Data: EJ1427774
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13670050.2023.2232519
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 731
    Subjects:
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Ethnography
        Type: general
      – SubjectFull: Bilingual Education Programs
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      – SubjectFull: English
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Spanish
        Type: general
      – SubjectFull: Language Dominance
        Type: general
      – SubjectFull: Hispanic Americans
        Type: general
      – SubjectFull: Minority Group Teachers
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Grouping (Instructional Purposes)
        Type: general
      – SubjectFull: Language Role
        Type: general
      – SubjectFull: Code Switching (Language)
        Type: general
      – SubjectFull: Bilingual Teachers
        Type: general
      – SubjectFull: Mexican Americans
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Classroom Techniques
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      – SubjectFull: Working Class
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      – SubjectFull: Middle Class
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Linguistic Theory
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      – SubjectFull: Social Differences
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      – SubjectFull: Language Attitudes
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    Titles:
      – TitleFull: A Teacher's Facilitation of Mexican Immigrant Students' Border Crossings in a Dual-Language Classroom
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