Beyond Language Skills, Dual Immersion Schooling may Foster Children’s Connection to Culture

• In Event: Poster Session 07
  In Poster Session: PS 07 Topic - Language, Communication

Abstract

Diverse language experiences help children to determine who they are and where they belong in their community and the world (Fielding & Harbon, 2013). Researchers who have recently focused on the topic of bilingualism highlight the need to better understand the process of identity development (Block, 2007; Bucholtz & Hall, 2005), yet limited research has focused on children’s identity in dual immersion schooling (e.g., Potowski, 2007). We hope to expand on these limited findings. Dual immersion education allows children to frequently engage with at least 2 languages and also to learn about the countries and cultures wherein these languages are spoken. In the current exploratory study, we examine children’s identification with country, culture, and language, in association with the languages they are learning. Twenty-two 7- to 10-year old children, enrolled in either an English-Mandarin or English-Spanish dual immersion program responded to survey questions about language preference, language dominance, cultures wherein these languages are spoken, and the value of reading, writing, speaking, and understanding their two school languages. Children also completed a coloring activity in which they depicted their language “self” by choosing one color to represent each language they know. We highlight some of our findings in this presentation, including the following: In response to an open-ended question about why learning 2 languages was important to them, children responded (in ranking order, from most common explanation to least common explanation) that this skill helps them (1) to communicate with family and friends (2) for school purposes (3) to be smarter or (4) to get a job when they are older. Additionally, compared to children who believed only one or neither is important to learn, these children who valued the ability to communicate with family and friends in more than one language were also the more likely to believe that learning English is equally important as learning Spanish/Mandarin. We additionally found that it was children who highly-valued speaking and understanding Spanish/Mandarin who felt it was just as important to learn about a country where their non-English language is spoken (e.g., Mexico, China, Cuba), as it was to learn about a country in which English is spoken (e.g., USA, England). Lastly, in the language coloring activity, some children explained their color-choices as decisions based on their national flag(s). Children were more likely to provide this flag explanation if they also highly-valued the ability to understand their non-English language. Altogether, these findings suggest that children are thinking deeply about their languages, in ways that extend beyond language skill. We continue to collect data for this study and hope to discuss additional and more updated findings at SRCD, including findings related to teacher and parent reports about these children’s language experiences outside of the home and their language skills. We plan to discuss the role of dual immersion education in children’s appreciation for culture, and further propose that these programs are not only a mechanism for teaching language skills but may also foster children’s self-identity (including their connection to language, culture, and country).

Authors

• Dolly Rojo, Mount Saint Mary’s University
  Presenting Author

• Alyssa Ream, Claremont Graduate University
  Non-Presenting Author