Becoming “Spanish Learners”: Identity and Interaction Among Multilingual Children in a Spanish-English Dual Language Classroom

Ramón Antonio Martínez, Leah Durán, Michiko Hikida

Research output: Contribution to journalArticle

7 Scopus citations

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 languageEnglish (US)
Pages (from-to)167-183
Number of pages17
JournalInternational Multilingual Research Journal
Volume11
Issue number3
DOIs
StatePublished - Jul 3 2017

Keywords

  • Multilingual children
  • dual language education
  • identity
  • interaction
  • translanguaging

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Fingerprint Dive into the research topics of 'Becoming “Spanish Learners”: Identity and Interaction Among Multilingual Children in a Spanish-English Dual Language Classroom'. Together they form a unique fingerprint.

  • Cite this