Who Do I Get to Be? Positioning Bilingual Latina/o Students Through Literacy Activities

• In Event: Roundtable Session 57
  In Roundtable Session: Dynamic Co-Constructions of Identity and Literacy Among Bilingual Students

Abstract

This study is designed as a linguistic ethnography in order to analyze the linguistic practices of both students and teachers. Drawing from discourse studies, positioning theory and a sociocultural framework, this study analyzes data from interviews, audio recordings of classroom discourse and ethnographic participatory observations. The data was collected from one bilingual classroom with 18 students during a literacy block where students spoke, read, wrote and listened in English. Analysis of whole-group classroom interactions illustrate how organizational literacy activities mediate opportunities to learn by assigning roles or actions taken up or given by participants.

Author

• Mary Rose Kelly, University of Colorado - Boulder