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Identity and Two-Way Bilingual Education: Considering Student Perspectives

Mon, April 20, 8:15 to 10:15am, Virtual Room

Session Type: Symposium

Abstract

In this symposium, we consider how children and youth in two-way bilingual education (TWBE) programs negotiate bi/multilingual identities and make sense of complex power dynamics within and outside of the classroom. Amidst the existing scholarship on TWBE, little attention has been paid to student perspectives and experiences, despite the well-documented relationship between students identities and investment in language learning (Cummins, 2014; Norton, 2013). In this symposium, we seek to address this gap by (1) presenting empirical findings from six different TWBE contexts that illuminate how K-12 students are experiencing and making sense of learning in two-way bilingual classrooms and (2) fostering critical yet hopeful dialogue around the intersection of TWBE students’ social identities and language learning experiences.

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