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E-raamat: Language and Identity in a Dual Immersion School

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Language and Identity in a Dual Immersion SchoolSuurem pilt
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Potowski (Spanish, U. of Illinois, Chicago) presents findings from a multiyear case study of four students attending one of the oldest Spanish-English dual immersion schools in the U.S. The text describes and explains the patterns of Spanish and English use by the four students--two first-language (L1) Spanish, two second- language (L2) Spanish--in fifth grade and again in eighth grade, and describes their Spanish proficiency in eighth grade. The findings suggest that although dual immersion can be a successful model for linguistic and cultural education, both L1 and L2 students may not be using as much Spanish as educators believe. Students did not use Spanish for a wide variety of communicative purposes, and the findings suggest the prevalence of English in the wider society affects students' language use in the classroom. No subject index. Distributed in the U.S. by UTP Distribution. Annotation ©2007 Book News, Inc., Portland, OR (booknews.com)

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"This volume offers valuable insights into the inner workings of two-way immersion classrooms and helps us understand why students resist using Spanish. Everyone who cares about bilingualism as a goal of two-way immersion should know about this research." -- Donna Christian, President of the Center for Applied Linguistics, Washington, USA "Identity investment is key to understanding how two-way immersion (TWI) programs function on the local level. Potowski demonstrates that when students invest in their identities as Spanish speakers (regardless of their ethnic or linguistic background), they are more likely to develop expertise in Spanish. Educators who understand this fundamental sociolinguistic notion can find creative ways to actively counter student resistance to Spanish at school." -- Rebecca Freeman, Adjunct Professor, Graduate School of Education, University of Pennsylvania.

Acknowledgements viii
1 Introduction 1
Purpose of the Book
4
Organization
5
Notes
6
2 Immersion Classroom Research and Methodology of this Study 7
Language Immersion: Program Descriptions
7
Research Findings
11
Research on Two-Way Immersion in the United States
17
Research Questions and Methodology of the Current Study
26
The Role of the Researcher in Ethnographic Studies
30
Notes
31
3 Inter-American Magnet School 33
History
34
IAMS Today
39
Language Policy
42
Curriculum
47
Student Outcomes
49
Parental Involvement
51
Conclusions
52
Notes
53
4 Fifth-Grade Language Use and Proficiency 54
Ms. Torres' Classroom
54
The Four Focal Students
56
Source of Language Data
59
Spanish Use: Quantity
60
Spanish Use: Functions
67
Conclusions
86
Appendix 4.A Transcription Conventions
88
Appendix 4.B Variables
89
Appendix 4.C Functions and Topics of Students' English
90
Functions
91
Notes
92
5 Identity Investments in Fifth Grade 93
Classroom Expectations for Spanish Use
94
The Four Students
100
Conclusions
113
Notes
115
6 Language Use in Eighth Grade 116
Official Eighth-Grade Language Policy
116
Language Use during Spanish Language Arts and Social Studies: General Observations
123
Language Use during a Typical Social Studies Current Events Class
126
Findings
129
Conclusions
136
Notes
137
7 Spanish Proficiency in Eighth Grade 138
Measures
139
Results
144
Conclusions and Pedagogical Implications
161
Appendix 7.A Oral Story Text, "La jardinera," with Verbs Identified for Inherent Lexical Aspect
165
Appendix 7.B Multiple-Choice Instructions and Test Items
166
Appendix 7.C Oral Narrative Texts of Six Students
168
Appendix 7.D Written Story Narratives
170
Notes
171
8 Identity Investments in Eighth Grade 173
The Four Focal Students
174
Other Students
196
Conclusions
198
Note
199
9 Conclusions 200
School-Level Practices
202
Classroom Activity Types
206
The Important Role of Dual Immersion in Heritage Language Maintenance and Foreign Language Learning
210
Epilogue 214
References 217


Kim Potowski is an Assistant Professor of Spanish at the University of Illinois at Chicago, where she directs the Spanish for heritage speakers program. Her research focuses on the Spanish of bilingual speakers, including how Spanish is spoken in the United States, the effectiveness of curricula for heritage speakers, and professional development for teachers. She is the author of Fundamentos de la enseñanza del español a hispanohablantes en los Estados Unidos (Arco Libros, 2005).
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