Latino Elementary Students' Perceptions of Identity and Belongingness in Dual Language and English-Only Programs

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-20 - Roundtable 2: Language

Abstract

As dual language (DL) programs increase throughout the United States, there has been an urgent call for research addressing the affective components of these programs (Parkes, Ruth, Anberg-Espinoza, & De Jong, 2009). This study addresses three of the urgent research questions called forth in the Dual Language Researcher Convocation Report: student identity, cross-cultural competence, and peer interaction (Parkes et. al., 2009). Using a sequential mixed-methods design including surveys, open-ended questions, observations, dialogue journals, and photo-elicitation interviews this study focuses upon the development of identity and belongingness of Latino elementary students in DL and English-only (EO) programs. Findings suggest that school belongingness (Goodenow, 1993) and bicultural identity development (Phinney, 1992) differ for Latino students in DL and EO programs.

Author

• Rhianna Henry Casesa, Sonoma State University