Children’s Cultural Identity Formation: Experiences in a Dual Language Program
The role of cultural identity in bilingual programs has been barely discussed in regards to SLA. This research focuses on providing relevant information that helps in having more knowledge about the experiences that an elementary student has during the second language learning process in a bilingual program within a multicultural context. This qualitative study took place in a Dual Language Program in a public elementary school, in Northern Virginia, USA, where 17 students were immersed in a 50:50 program, that is, 50% of classes were in English and the other 50% in Spanish The information was collected by using in person interviews, focus group sessions, and participants and field observations. Receiving others’ influence; living situations as determiners of languages switch, and using two languages as a key aspect in self-esteem improvement, were the experiences which emerged as the ones which contributed in children’s cultural identity formation.
Adelman, S., & Lynn, T. (2007). Toward an expanded understanding of two-way bilingual immersion education: Constructing identity through a critical, additive bilingual/bicultural pedagogy. Multicultural Perspectives, 9(3), 3-11. https://doi.org/10.1080/15210960701443433
Balls Organista, P., Marín, G., & Chun, K. M. (2010) The psychology of ethnic groups in the United States. Thousand Oaks, CA: SAGE Publications, Inc. Retrieved on from http://www.sagepub.com/upm-data/30900_Chapter4.pdf
Bakić, A., & Škifić, S. (2017). The relationship between bilingualism and identity in expressing emotions. Íkala, Revista de Lenguaje y Cultura, 22(1), 33-54. https://doi.org/10.17533/udea.ikala.v22n01a03
Barón Ávila, A. (2010). Bilingualism models: Do they strengthen or weaken the oral communicative process in contexts of English as a foreign language in fifth grade primary students? GiST Education and Learning Research Journal, (4), 50 - 61. Retrieved from https://gistjournal.unica.edu.co/index.php/gist/article/view/65
Berry, J. (2003) Conceptual approaches to acculturation. In K. M. Chun, P. Balls Organista, G. Marine (Eds.), Acculturation: Advances in theory, measurement, and applied research. Washington, DC: American Psychological Association.
Bogdan, R. C., & Biklen, S. K (2007). Qualitative research for education: An introduction to theories and methods (5th ed.). Boston, MA: Pearson.
Chen, S. (2015). Toward a social psychology of bilingualism and biculturalism. Asian Journal of Social Psychology, 18, 1-11. https://doi.org/10.1111/ajsp.12088
Cohen, A. (1975). A sociolinguistic approach to bilingual education. Rowley, MA: Newbury House.
Deng, N. (2005). On the national literature’s tactics in the globalization’s language environment. Journal of Human Institute of Humanities, Science and Technology, 1, 39-41.
Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research. London, UK: SAGE Publications, Inc.
Genesee, F. (2013). Program alternatives for linguistically diverse students. UC Berkely: Center for Research on Education, Diversity and Excellence. Retrieved from https://escholarship.org/uc/item/95t956xz#main
Hammers, J. F., & Blanc, M. (1995). Bilinguality & bilingualism. Cambridge, UK: Cambridge University Press.
Howard, E., & Sugarman, J. (2007). Realizing the vision of two-way immersion: Fostering effective programs and classrooms. Washington, DC: Center for Applied Linguistics.
Lang, D. E., Gómez, D. W., & Lasser, S. M. (2009). ¡Preparados, Listos, Ya!: An interpretative case study centered on teaching hispanic parents to support early bilingual literacy development prior to kindergarten. GiST Education and Learning Research Journal, (3), 90 - 106. Retrieved from https://gistjournal.unica.edu.co/index.php/gist/article/view/57
Malarz, L. (2015). Bilingual Education: Effective Programing for Language Minority Students. Curriculum Handbook. Retrieved from http://www.ascd.org/publications/curriculum_handbook/413/chapters/Bilingual_Education@_Effective_Programming_for_Language-Minority_Students.aspx
Meca, A., Sabet, R. F., Farrelly, C. M., Benitez, C. G., Schwartz, S. J., Gonzales-Backen, M., Lorenzo-Blanco, E. I.,
Unger, J. B., Zamboanga, B. L., Baezconde-Garbanati, L., Picariello, S., Des Rosiers, S. E., Soto, D. W., Pattarroyo,
M., Villamar, J. A., & Lizzi, K. M. (2017). Personal and cultural identity development in recently immigrated Hispanic adolescents: Links with psychosocial functioning. Cultural Diversity and Ethnic Minority Psychology, 23(3), 348 – 361. doi 10.1037/cdp0000129
Mercuri, S. (2008). A critical look at dual immersion programs. GiST Education and Learning Research Journal, (2), 85 - 101. Retrieved from https://gistjournal.unica.edu.co/index.php/gist/article/view/104
Mercuri, S. P. (2014). Understanding the interconnectedness between language choices, cultural identity construction and school practices in the life of a Latina educator. GiST Education and Learning Research Journal, (6), 12 - 43. Retrieved from https://gistjournal.unica.edu.co/index.php/gist/article/view/11
Milambiling, J. (2011). Bringing one language to another: Multilingualism as a resource in the language classroom. Forum, 49(1), 18-25.
Miranda, A., & Umhoefer, D. (1998). Depression and social interest differences between Latinos in dissimilar acculturation stages. Journal of Mental Health Counseling,159-171.
National Association of Bilingual Education. (2019). Retrieved from http://www.nabe.org/BilingualEducation
Norton, B., & Toohey, K. (2002) Identity and language learning. In R. Kaplan (Ed.) The Oxford handbook of applied linguistics (pp. 115-123). Oxford: Oxford University Press.
Potowski, K. (2004). Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage. The Modern Language Journa, 88(1), 75-101.
Potowski, K. (2007). Characteristics of the Spanish grammar and sociolinguistic proficiency of dual immersion graduates. Spanish in Context, 4(20), 187-216.
Ruiz, R. (1984). Orientations in language planning. Journal of the National Association of Bilingual Education, 8, 15-34.
Redfield, R., Linton, R., & Herskovit, M. (1936). Memorandum for the study of acculturation. American Anthropologist. 38, 149-152.
Silbernagel, E. (2015). Investigating the linguistic identity development of dual language learners. (Honors Program Thesis). Retrieved from http://scholarworks.uni.edu/cgi/viewcontent.cgi?article=1158&context=hpt
Soderman, A. (2010). Language immersion programs for young children? Yes…but proceed with caution. Phi
Delta Kappan, 91(8), https://doi.org/10.1177/003172171009100811
Strauss, A., & Corbin, J. (2008). Basics of qualitative research. Grounded theory: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: SAGE Publications, Inc.
Welsh Language Board. (1999). The Welsh language: A vision and mission for 2000-2005. Cardiff: Welsh Language Board.
Copyright (c) 2019 GiST Education and Learning Research Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.