Learning English? Understanding How Ethnic Identity, Perceived Discrimination, and Language Proficiency Develop in "English-Only" Settings

• In Event: Moscone Center North Roundtable Session 5
  In Roundtable Session: Language Policies and Educational Equity for Bilingual Education in the United States

Abstract

Policies mandating English immersion create challenges for emergent bilinguals (EBs) as English-only schooling disrupts positive ethnic identity formation (Lopez, 2010), a predictor of academic achievement. This mixed methods study examined Latinx EB ethnic identity and perceived discrimination in relation to English proficiency to better understand factors that contribute to academic English proficiency and EB success. Student interviews, surveys, and writing samples were collected and thematically analyzed across two English language development (ELD) classes over one year. Results showed that EBs with higher English proficiency had stronger ethnic identities, protecting them against the risk factors associated with perceived discrimination and yielding greater academic success. These findings provide additional support for the need to adopt ethno-linguistically affirming ELD curricula and pedagogical models.

Author

• Casey Richardson, University of Arizona