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LINGUISTIC SEGREGATION AND PERFORMANCE OF IDENTITY IN A TWO-WAY IMMERSION ELEMENTARY SCHOOL

Isaac, Lauren B
http://rave.ohiolink.edu/etdc/view?acc_num=miami1416750134

Abstract Details

2014, Doctor of Philosophy, Miami University, Educational Leadership.
Two-Way Immersion (TWI) programs have been widely recognized as a progressive and integrationist model to educate language minority and language majority students. Numerous studies have examined the implications of integrating Spanish-dominant immigrant students with English-dominant middle class White students. However, few studies have explored TWI programs within an urban multiracial and multiethnic context. The central question of this dissertation is the following: How do Spanish and English language boundaries emerge in the language performances of a multiracial, multiethnic, fifth grade, Two-Way Immersion (TWI) class? Using qualitative research methodologies and informed by sociocultural theories of language, I examined the language performances of fifth grade students as they shifted back and forth from two bounded and segregated language environments. Findings from interviews, observations, and classroom recording demonstrated the struggle to carve out symbolic space for the Spanish language, even within Spanish-designated spaces. Specific findings show: 1) how integration both expanded and limited student linguistic performances of identity, 2) the linguistic accommodation of English dominant students greatly impacted teacher and student Spanish language practices, 3) TWI teachers privileged the learning of content over the prescribed language of instruction, 4) TWI teachers expressed discontent over Common Core standards as they undermined the bilingual values of the school. Implications for educational theory, practice, and research are included. The implications situate the study within a social justice framework as they focus on the transformative potential of integrated language practices. The dissertation is relevant for researchers interested in the politics of language and culture within multilingual school settings.
Richard Quantz (Advisor)
Lisa Weems (Committee Member)
Denise Taliaferro Baszile (Committee Member)
Leighton C. Peterson (Committee Member)
172 p.
Bilingual Education; Education
Bilingual Education, Two-Way Immersion, Language and Identity, Sociocultural Studies

Recommended Citations

Citations

  • Isaac, L. B. (2014). LINGUISTIC SEGREGATION AND PERFORMANCE OF IDENTITY IN A TWO-WAY IMMERSION ELEMENTARY SCHOOL [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1416750134

    APA Style (7th edition)

  • Isaac, Lauren. LINGUISTIC SEGREGATION AND PERFORMANCE OF IDENTITY IN A TWO-WAY IMMERSION ELEMENTARY SCHOOL. 2014. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1416750134.

    MLA Style (8th edition)

  • Isaac, Lauren. "LINGUISTIC SEGREGATION AND PERFORMANCE OF IDENTITY IN A TWO-WAY IMMERSION ELEMENTARY SCHOOL." Doctoral dissertation, Miami University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1416750134

    Chicago Manual of Style (17th edition)

miami1416750134
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© 2014, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.