Spanish-Dominant “English Learners” in a Spanish Immersion Elementary School

• In Event: Roundtable Session 111
  In Roundtable Session: Second Language Acquisition Across Multiple Contexts

Abstract

Using qualitative methods including participant observation and ethnographic fieldwork, this paper takes a socio-cultural approach to analyzing (1) teacher’s perspectives regarding the needs of Spanish-dominant English learners at a Spanish immersion school and (2) children’s perspectives on their bilingual experiences at home and at school. Findings suggest that Spanish-dominant English learners have unique needs at a one-way Spanish immersion school including a special focus on social language and “everyday English”. In addition, we found that children’s interests were closely tied to mainstream media including movies, T.V. shows, and video games. Implications suggest that children need considerable support both at home and at school to foster strong literate identities in Spanish and English.

Authors

• Angela B. Layton, University of Missouri - St. Louis

• Lisa M. Dorner, University of Missouri