Dueling Identities

Bridging the gap between academic and cultural identities of ELLs, through dual-

language programs

What is the issue and how has it developed? What are the nuts and bolts?

Key terms Theoretical framework

Why does it matter? The relationship between academic success and

student identity Where do we go from here?

Possible research questions

Overview

“…individuals may choose to change group membership if their present one does not adequately satisfy those elements of the social identity that they view positively”

(Hansen and Lui, 1997)

Dueling Identities and ELLs

“Dual-language programs provide integrated, inclusive, and unifying educational experiences for their students.”

(Collier and Thomas, 2003)

Dual-Language Programs

Social Identity

Academic Identity

Dual-Language Programs

Nuts and Bolts

“the part of an individual’s self-concept which derives from his knowledge of his membership of a social group”

(Tajfel, 1974)

“identity construction is specific to discourse communities”

(Hawkins, 2005)

Cultural Identity and Academic Identity

Dual-language Programs

One-way immersion: only one language group is being schooled through two languages.

Two-way immersion: both native English speakers and ELLs are taught through two languages (the heritage language of the ELL and English).

Heritage Language: students who are dominant in English but whose parents, grandparents, or other ancestors spoke the partner language

(NDLC, 2011)

Two-Way Immersion

90/10 program 50/50 program

Grade

% of instruction inpartner language

% ofinstruction inEnglish

Grade

% of instruction inpartner language

% ofinstruction inEnglish

K 90 10 K 50 50

1 80 20 1 50 50

2 70 30 2 50 50

3 60 40 3 50 50

4 50 50 4 50 50

5 50 50 5 50 50

Academic success in two-way immersion programs

(Thomas and Collier, 2003)

How it all relates

Making a clear connection between two-way

immersion programs and student identity. Comparative research of students in English-

only programs and dual-language programs

What’s Next?

Brown, C. (2009). Heritage language and ethnic identity: A case study of Korean-American college students. International Journal of Multicultural Education, 11(1).

Collier, V., & Thomas, W. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1).

Diaz Soto, L. (2002). Young bilingual children's perceptions of bilingualism and biliteracy: Altruistic possibilities. Bilingual Research Journal, 26(3), 599-610.

Freeman, R. (1996). Dual-language planning at oyster bilingual school: "it's much more than language". TESOL Quarterly, 30(3), 557-582.

Norton , B., & Toohey, K. (2011). Identity, language learning, and social change. Cambridge University Press, 44(4), 412-446.

Palmer, D. (2008). Building and destroying students' "academic identities": the power of discourse in a two-way immersion classroom. International Journal of Qualitative Studies in Education, 21(6), 647-667.

Torres-Quzman, M. (2002). Dual language programs: Key Features and Results. National Clearinghouse for Bilingual Education, (14).

References

Questions??