Language Borders in a Spanish Dual-Language Kindergarten Classroom

• In Event: Practices and Policies in Early Childhood Education: Language Identity, Cross-Linguistic Connections, and Biliteracy

Abstract

This paper focuses on a Spanish dual language kindergarten classroom in the Arizona borderlands. As part of a larger ethnographic study, this research investigates two labels; English Learner (EL) and Spanish Heritage Learner (SHL). In 2000, the outlawing of bilingual education severely limited the amount of bilingual programs available. Students who are Spanish dominant (EL) are severely restricted from accessing these programs. ELs that manage to gain entry have been assessed as having enough knowledge of English to attend. Those who do not test high in their assessment are channeled in structured English immersion programs. SHL is an important label that goes unused in the district studied. Lacking a label, this group of students’ language abilities are rendered invisible.

Author

• Michelle Aguilera, The University of Arizona