Teachers as Models of Bilingualism and Their Role in Creating (Critical) Spaces for Language Learning

• In Event: 66.057 - Establishing Sociopolitical Consciousness as the Fourth Goal of Dual-Language Education

Abstract

One of the benefits of two-way immersion dual language (TWDL) is that it brings community members together to become bilingual. In theory, this idea seems fruitful and warranted especially during tense political times. In practice, there are pedagogical challenges that continue to marginalize students of color. While speaking Spanish in the U.S. has historically framed Latinx students as deficient, White students are described as gaining a global, economic, and cognitive resource: bilingualism (Valdes, 1997). This paper examines the way language learning was positioned in 4 TWDL teacher’s classrooms and how the co-construction of identity was supported. Specifically, this study investigates how teachers used Spanish and English to either promote or inhibit awareness about critical consciousness in the classroom. By examining teacher’s discourse, we can better understand the implications for promoting the fourth goal of DLBE: sociopolitical consciousness.

Drawing from sociocultural linguistics (Bucholtz & Hall, 2005) and identity theory (Holland, et al, 1998) this study examines the ways teachers serve as models of bilingualism and set the tone for the way language learning will occur in their classroom (Bartlett & Garcia, 2011). Bucholtz and Hall (2005) described the construction of identity as involving, “…linguistic resources that indexically produce identity…these tools are put to use in interaction, the process of identity construction does not reside within the individual but in intersubjective relations” (p. 608). Through the use of linguistic resources individuals negotiate the meaning of their social positions and emerging identities. The following question guided the analysis, What role do teachers play in the interactional co-construction of identity within a TWDL program? How does the teacher’s role contribute to critical consciousness?

As part of a larger study, this research followed a cohort of students over 4 academic school years (2010–2014) and examined their 4 classroom teachers as models of bilingualism and the (critical) language learning spaces they created in a TWDL program. For each academic school year video/audio recordings were collected for 6-8 consecutive weeks. Erickson’s type-one method (2004), involves a micro-analysis of language, was used to closely analyze selected transcripts of the kindergarten and first grade years because participants delved deeply into sensitive topics. The second and third grade years included video/audio recordings of student and teacher interviews and whole-group lessons. Selected transcripts worthy of close discourse analysis were coded according to language used, turns of talk, and topic being discussed.

Each teacher was cognizant about Latinx and students of color marginalized status in the TWDL program. All teachers implemented empowering instruction and worked within the constraints of certain convictions. What made the first grade teacher unique is that she deliberately used her social position as a Latina, her experience as a heritage speaker of Spanish, and her upbringing on the border to inform her pedagogy. In doing so, she acted as a facilitator to create safe spaces in the classroom to engage with new identities, positioned students as language resources, discussed social inequities to raise critical consciousness, and to co-construct a positive academic and bilingual identity for all students.

Author

• Suzanne García-Mateus, California State University - Monterey Bay