Positive Identity Development in Latinx Students in Spanish Dual-Language Programs

• In Event: Identity Development in Bilingual and Dual-Language Settings

Abstract

Dual Language (DL) programs in which two groups of students learn together in a systematic way in order to become bilingual and bi-literate in two languages, have become increasingly popular. While researchers have begun to explore the academic benefits of DL, little is known about how participation contributes to positive identity formation in Latinx youth. This study utilized a qualitative research design including in-depth semi-structured interviews with 37 families in Grades K-3 in three public schools with Spanish DL programs. Findings suggest that participation in DL provided many Latinx families the opportunity to develop a positive sense of identity but there was some variation by generational status. DL programs must support positive identity development with a focus on educational equity.

Author

• Elisabeth Kim, Rutgers University - Newark