Spanish Production Among Middle School Latina/o Emerging Bilinguals in Miami, Florida

• In Event: Poster Session 4
  In Poster Session: Division G Section 3 Poster Session: Social Contexts of Multiple Languages and Literacies

Abstract

This paper examines the Spanish speaking and writing of middle school Latina/o emerging bilinguals in a Spanish-English dual language school in Miami, Florida. Using data collected through student shadowing, interviews, and focus groups, this ethnographic case study explores how emerging bilinguals produce Spanish as part of overarching socio-historical, political, and institutional structures. This research includes students’ reflection of their Spanish production during a critical time in their educational trajectory. Findings indicate how students produce and develop Spanish speaking and writing to varying degrees within classroom settings. Data reveals how students defy entry into a single, linguistic community by maintaining positive attitudes of their bilingualism. This research has implications for educators, researchers, and policymakers interested in the education of emerging bilinguals.

Author

• Erin Mackinney, Roosevelt University