‘I'll be the hero’: how adolescents negotiate intersectional identities within a high school dual-language program

• Autores: April S. Salerno, Amanda K. Kibler, Christine N. Hardigree
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 26, Nº. 1, 2023 (Ejemplar dedicado a: Identity and Two-Way Bilingual Education: Considering Student Perspectives.), págs. 20-33
• Idioma: inglés
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• Resumen

  • In this study, we examine how adolescents in a dual-language program negotiate intersectional identities through interaction, while engaged in small-group exploratory talk around the task of a collaborative-writing project. We recognize that while dual-language settings can help adolescents build relationships with ethnolinguistically different peers who might be otherwise tracked into separate classrooms, dual-language spaces, nested within a larger racialized U.S. system, also have potential to reify marginalized identities. Using a microethnographic lens, we examine how students in an extra-curricular high school dual-language Spanish-English program negotiate intersectional identities while engaging in small-group work to write a bilingual book to share with elementary students. We found that the small-group setting was a space where students negotiated both marginalized and privileged identities, sometimes related to language and other times related to a host of other factors. We consider how talking directly with adolescents about the roles that might be placed on them as participants in dual-language programs can enlist them in the work of creating dual-language spaces that validate the various identities students seek to take up.