Bilingualism-as-Participation: Examining Students’ Competencies Across In-School, Out-of-School, and Online Settings

• In Event: English Language Learners’ Development of Academic Literacy and Academic Language Across Contexts

Abstract

Language policies, programs, and practices for bi/multilingual and English Learner (EL) students largely rely on stepwise models that assume language acquisition—including academic language—proceeds through relatively fixed stages, levels, or periods of development. As these views locate language learning in the individual student and inadvertently perpetuate deficit models, they simultaneously minimize how sociocultural contexts and the coordination of participation across settings affect language competencies. Researchers have examined the fundamental role contexts play in facilitating particular language forms and practices (Gonzalez, 2001; Gutiérrez, Baquedano-López, Alvarez, & Chiu, 1999; Gutiérrez & Rogoff, 2003; Orellana, 2009). This research demonstrates that we cannot fully comprehend language practices and learning apart from their mutually constitutive tools, practices, individuals, and activities occurring within valued forms of participation.
This paper expands on these theoretical and empirical insights. It draws on a long-term ethnographic study of six English-Spanish bilingual adolescents in a mid-sized Midwestern community as they employ particular language forms and structures across in-school, out-of-school, and on-line settings (e.g., classrooms, after-school clubs, Facebook). Specifically, it draws on the case of Sara, a ninth-grader. This case helps to illustrate our conceptualization of bilingualism-as-participation as we analyze data to highlight that Sara’s bi/multilingualism is better understood in relation to her participation across settings and contexts. Our analysis employs Rogoff’s (1990, 1995, 2003) conceptualization of learning as change in forms of participation in cultural communities, which nevertheless change, and in particular to the “efforts, opportunities, constraints, and changes” of individuals and the institutions they constitute (Rogoff, 1995, pg. 159).
While the multi-year study is ongoing, preliminary inductive data analysis procedures have focused on the categories, patterns, and themes related to the decisions, accommodations, modifications, and adaptations that individuals and institutions make for Sara. Of import, analyses show that some individuals and organizations (e.g., home, church) made accommodations based on Sara’s language background, needs, strengths and weaknesses, and capabilities to help her thrive as a successful member of the cultural community. Moreover, they provided robust forms of assistance and opportunities to participate in meaningful activities (e.g., Bible reading in Spanish) to enhance Sara’s bi/multilingualism. In comparison, analysis of Sara’s participation in school tasks and activities reveals that she employed various strategies, skills, and approaches to meet the demands of these tasks and activities successfully.
In the remainder of the paper, we draw on Sara’s case to explore how conceptualizing bilingualism-as-participation highlights the sociocultural contexts and institutional circumstances that affect and shape bi/multilingual adolescents’ academic competencies. We re-visit overlaps between dominant sociocultural theories of learning and theories of second language acquisition and development, and review empirical studies that have employed some of these frameworks. We then discuss the implications of a participation lens on stepwise models of bilingual learning and development, including academic language, since this lens would shift the focus away from students’ (in)competencies to the contexts and institutions they and their co-participants constitute. We believe this shift might undermine long-standing deficit models and radically transform policies, programs, and practices intended to improve EL and bilingual students’ academic achievement.

Authors

• Mariana Pacheco, University of Wisconsin - Madison

• Patricia E. Venegas, University of Wisconsin - Madison