Multiple Pathways to Multilingual Investment: A Cross-Case Analysis of Self-Identified "Mexicana" Students in the United States

• In Event: 64.086 - MTCC Roundtable Session 27
  In Roundtable Session: 64.086-4 - Voicing Bi/Multilingual Identities

Abstract

The children of (im)migrants are the fastest growing population in U.S. schools at the same time there is increased anti-(im)migrant discourse, creating a unique linguistic ecology for its students. These multinational, multilingual and multicultural students often encounter mononational, monolingual, and monocultural ideologies. The result is that potentially hybridized learning contexts turn into sites of struggle for continued positive multilingual identities and investments. Through surveys and interviews, this multiple, cross-case study explores the factors that contribute to the multilingual investment of three young adult, multilingual, mexicanas. Findings reveal how multiple pathways across time and space uniquely contribute to their secure yet complex identities and investments. Implications for how educators may further facilitate positive identities and investments for their students are explored.

Authors

• Mary Amanda Stewart, Texas Woman's University

• Alexandra Babino, Texas A&M University - Commerce