Secondary Students' Experiences in a Two-Way Immersion Program: Attitudes, Belonging, and Translanguaging Practices

• In Event: Identity and Two-Way Bilingual Education: Considering Student Perspectives

Abstract

Despite a call for a long-term vision for dual language bilingual education (DLBE), research on DLBE programs at the secondary level is emerging but still scant (Bearse, de Jong, & Tsai, 2018). In particular, the voices of adolescent DLBE students have been largely absent. We know little about their experiences, how they position themselves as bilinguals, and how they view the ways the languages of instruction are used by teachers. This exploratory study aimed to begin to address this gap in the literature by focusing on the experiences of middle school students in an urban DLBE program, who had attended an elementary DLBE program in this same district.

The study uses a policy discourse perspective to understand in what ways the DLBE program was successful in constructing a discourse that proactively counters the monolingual and monoglossic discourse that surrounds most DLBE programs (Freeman, 1998; de Jong, 2011). Through a survey (n=67) and focus groups (n=6; 19 students) with 6th, 7th, and 8th graders, the study examined how students described their experiences in elementary and secondary DLBE programs and their views of English and Spanish language use. Data analysis included descriptive statistics of survey data and thematic analysis of the focus group data and open-ended survey data.

Data analysis showed that students reported positive attitudes toward bilingualism and their DLBE program. Interview data showed that, although economic and educational advantages were emphasized, students also noted how bilingualism can help others. In addition to these findings, our analysis points to the role of DLBE programs in creating a sense of belonging and program identity. The long-term nature of the program, combined with the use of cooperative learning activities and community-building activities, created a strong program identity. In contrast, non-DLBE students were seen as not understanding the program and expressing negative views of the program. Our last finding points to the role of translanguaging as pedagogy versus monolingual teaching and learning environments. Our participants identified the importance of translanguaging for access to content and appreciated teachers’ using both languages to allow students to draw from their entire linguistic repertoire. Importantly, monolingual Spanish environments were described as a stressful experience. The students were critical, however, of the use of both languages if they thought this practice reflected a teacher’s lack of linguistic competence.

This study sheds light on the ways that secondary students view their DLBE program. The findings suggest that the program provides a safe space where bilingual practices are valued. The analysis raises questions about how bilingualism is positioned in DLBE and how it supports students’ cultural identities and their lived experiences as language brokers. It also highlights the role of program identity in DLBE students’ school success. Finally, the study also further complexifies the notion of translanguaging practices from the students’ perspective.

Authors

• Ester J. de Jong, University of Florida

• Zach Coulter, University of Florida

• Min-Chuan Tsai, University of Florida