Latina/o Children: Constructing Identities, Voices, and Linguistic and Cultural Understandings

• In Event: La Clase Mágica: Generating Transworld Pedagogy

Abstract

es:
The application of technology in the classroom has become increasingly important as researchers and educators seek innovative ways of teaching and learning. The use of technology in out-of-school programs has raised great interest in recent educational research (Masters & Nykvist, 2006). This paper highlights technology as a tool to mediate children’s learning and development at La Clase Mágica at the University of Texas at San Antonio (LCM@UTSA), an afterschool technology program. In particular, this paper examines how Latino/a bilingual elementary aged children construct language, culture, and identity as they collaborate in digital literacy practices with bilingual teacher candidates who mentor them.

Theoretical framework:
The frameworks include sociocultural theories of learning and development (Vygostky, 1978) and “anthropolitical linguistics” (Zentella, 1997, 2005). Sociocultural theory argues that learning is mediated by social, cultural, and economic factors. An anthropolitical linguistics highlights the importance of research that recognizes that language and language learning are not neutral, but are intertwined with politics particularly for traditionally marginalized working-class communities.

Methods:
This paper draws from an ongoing qualitative study that focused on the digital language and literacy learning of both Latino/a bilingual teacher candidates and Latino/a bilingual children. Each bilingual teacher candidate is paired with one child with whom to play computer games, write digital stories, and use other educational software. The guiding questions were: How do Latino/a bilingual children develop their bilingualism and their biliteracy at an after-school technology program? How do Latino/a bilingual children construct their linguistic and cultural identities? We analyzed data from the first two years (2009-2011) of the study.

Data sources:
The data for the study included weekly fieldnotes written by the bilingual teacher candidates; video-taped interactions of teacher candidates and children; digital literacy narratives created by teacher candidates and the children; and weekly email exchanges between the children and a mysterious, magical entity called El Maga (The Wizard).

Results:
LCM@UTSA provided children with a space to make sense of and develop their identities, voices, linguistic, and cultural understandings. In joint activity with the undergraduate teacher candidates, children constructed and displayed themselves in positive ways that countered stereotypical and deficit views of bilingual Latino/a children and their families. For example, children highlighted their transnational experiences and knowledge from trips they took to their parents’ home countries. In addition children asserted their bilingualism including their preferences for Spanish and codeswitching in English and Spanish. Children were also able to use their Tejano local and cultural knowledge to make sense of the practices at LCM@UTSA. Hence, children were able to assert their voices and agency through the digital literacy practices at LCM@UTSA.

Scholarly significance:
Of particular significance to this study is addressing the digital divide that exists among racial and class lines. In this study’s after-school program, the Latino/a children’s and teacher candidates bilingual and biliterate skills are developed through the use of technology in meaningful learning activities. Also significant to this study is the documentation of Latino/a children’s agency in constructing their own knowledge and identities.

Author

• Lucila D. Ek, The University of Texas - San Antonio