Abstract
This article explores the interactional co-construction of identities among two first-grade students learning Spanish as a third language in a Spanish-English dual language classroom. Drawing on ethnographic and interactional data, the article focuses on a single interaction between these two “Spanish learners” and two of their Spanish-speaking classmates that took place within the context of a classroom literacy event. Analysis involved examining the sequential organization of talk, as well as identifying the particular linguistic resources that speakers recruited in their conversational turns. Findings showcase the interactional mechanisms by which students’ identities were variously asserted, contested, and negotiated in everyday classroom talk. The article ends by offering implications and raising further questions with respect to the implementation of dual language education for multilingual students.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 167-183 |
| Number of pages | 17 |
| Journal | International Multilingual Research Journal |
| Volume | 11 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jul 3 2017 |
Fingerprint
Keywords
- dual language education
- identity
- interaction
- Multilingual children
- translanguaging
ASJC Scopus subject areas
- Language and Linguistics
- Education
- Linguistics and Language
Cite this
Becoming “Spanish Learners” : Identity and Interaction Among Multilingual Children in a Spanish-English Dual Language Classroom. / Martínez, Ramón Antonio; Durán, Leah; Hikida, Michiko.
In: International Multilingual Research Journal, Vol. 11, No. 3, 03.07.2017, p. 167-183.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Becoming “Spanish Learners”
T2 - Identity and Interaction Among Multilingual Children in a Spanish-English Dual Language Classroom
AU - Martínez, Ramón Antonio
AU - Durán, Leah
AU - Hikida, Michiko
PY - 2017/7/3
Y1 - 2017/7/3
N2 - This article explores the interactional co-construction of identities among two first-grade students learning Spanish as a third language in a Spanish-English dual language classroom. Drawing on ethnographic and interactional data, the article focuses on a single interaction between these two “Spanish learners” and two of their Spanish-speaking classmates that took place within the context of a classroom literacy event. Analysis involved examining the sequential organization of talk, as well as identifying the particular linguistic resources that speakers recruited in their conversational turns. Findings showcase the interactional mechanisms by which students’ identities were variously asserted, contested, and negotiated in everyday classroom talk. The article ends by offering implications and raising further questions with respect to the implementation of dual language education for multilingual students.
AB - This article explores the interactional co-construction of identities among two first-grade students learning Spanish as a third language in a Spanish-English dual language classroom. Drawing on ethnographic and interactional data, the article focuses on a single interaction between these two “Spanish learners” and two of their Spanish-speaking classmates that took place within the context of a classroom literacy event. Analysis involved examining the sequential organization of talk, as well as identifying the particular linguistic resources that speakers recruited in their conversational turns. Findings showcase the interactional mechanisms by which students’ identities were variously asserted, contested, and negotiated in everyday classroom talk. The article ends by offering implications and raising further questions with respect to the implementation of dual language education for multilingual students.
KW - dual language education
KW - identity
KW - interaction
KW - Multilingual children
KW - translanguaging
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U2 - 10.1080/19313152.2017.1330065
DO - 10.1080/19313152.2017.1330065
M3 - Article
AN - SCOPUS:85021170312
VL - 11
SP - 167
EP - 183
JO - International Multilingual Research Journal
JF - International Multilingual Research Journal
SN - 1931-3152
IS - 3
ER -