Critical Dialogic Education and Multilingual Immigrant Youth: Student Reflections on Language-Based Tracking in Civics Classes

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Amplifying Multilingual and Transnational Student Voices (Table 22)

Abstract

The ability and opportunity to engage in dialogue is central to civics education within democratic societies. However, owing to language-based tracking, students have varied access to dialogue-based activities in secondary civic classes, based on their status as multilingual learners. Using a blended approach of teacher inquiry and qualitative methods, this study engaged a cohort of eight multilingual immigrant student volunteers from sheltered 12th grade civics classes, along with their teacher in an after-school program of dialogues. Using a framework based in civil enculturation and critical dialogic education, I examine how language-based tracking impacted students’ opportunities for dialogue; how tracking perpetuated social scripts about voice in civics class; and how students described alternative program models to allow for more dialogue.

Author

• Brian Tauzel, Western Washington University