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 |
| 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 |
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