Publication Date

2024

Document Type

Dissertation/Thesis

First Advisor

Cohen, James

Second Advisor

Nieto, David

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Curriculum and Instruction (CI)

Abstract

This qualitative multi-case study examined the co-construction of elementary dual language students’ language use and identity to understand how five individual students positioned themselves as bilingual individuals as well as how this relates to their investment in the language-learning process. This study also investigated the influence of translanguaging on student language use and identity expression. The classroom investment of the students was explored through the students’ identity expression, ideology and beliefs, and through forms of capital in which students expressed importance. Framed by a dynamic understanding of both language and identity, as well as investment theory, this study collected data through interviews, classroom observations, and student artifacts. Data were analyzed individually as well as through cross-case analysis to produce themes for each student and common themes. Overarching themes included positive identities related to being bilingual, as well as a strong preference for utilizing English with harsher self-critiques regarding linguistic ability in Spanish. The students’ expressions of the importance of their bilingualism often conflicted with their investment in communicating and learning bilingually within the classroom. Students also experienced conflict between the self-professed importance of their bilingualism currently as compared to imagined identities and uses for their bilingualism in the future. This study provides educators and future researchers with a deeper understanding of the lived realities and authentic identities of bilingual students who inhabit today’s classrooms, in order to consider how dual language programs can continue to meet student needs so that students will continue to invest in their own language-learning processes.

Extent

248 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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