Brazilian Newcomers’ Bittersweet Experiences: Positive Interactions, Microaggressions, and Isolation in General and Dual-Language Bilingual Education

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Ideology, Capital, and Agency: Immigrant and Multilingual Learners' Negotiation of Identity in Language Classrooms (Table 9)

Abstract

With the rise of newcomers in schools across the U.S., educational research has directed its attention to understanding their social experiences at school. This study focuses on the social experiences of four Brazilian newcomers in elementary school. Participants were adolescents who had immigrated to the U.S. as children, attended general education and/or dual language bilingual education (DLBE) programs, and were reclassified English learners. Analysis of interview data reveal three main themes in Brazilian newcomers’ experiences: (a) positive interactions with other Brazilian immigrant students; (b) microaggressions from non-Brazilian immigrant students; and (c) isolation in the classroom and in social situations at school due to the hegemony of English. Implications for teacher education programs will be discussed.

Authors

• Rose Renee Whitney, Brigham Young University

• Juan A. Freire, Brigham Young University

• Alessandro Rosborough, Brigham Young University

• Jennifer J. Wimmer, Brigham Young University