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Reframing the Language Separation De...

Hamman, Laura.

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Reframing the Language Separation Debate: Language, Identity, and Ideology in Two-way Immersion.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reframing the Language Separation Debate: Language, Identity, and Ideology in Two-way Immersion./
Author:	Hamman, Laura.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	324 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-02, Section: A.
Contained By:	Dissertations Abstracts International80-02A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10846507
ISBN:	9780438269750

Reframing the Language Separation Debate: Language, Identity, and Ideology in Two-way Immersion.
Hamman, Laura.

Reframing the Language Separation Debate: Language, Identity, and Ideology in Two-way Immersion. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 324 p.

Source: Dissertations Abstracts International, Volume: 80-02, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2018.

This item must not be sold to any third party vendors.

This yearlong case study explores the language practices and ideologies that shape learning in a second-grade two-way immersion (TWI) classroom in Wisconsin. There is ongoing debate within the fields of bilingual education and second/foreign language immersion concerning the extent to which the instructional languages should be kept separate in the TWI classroom. However, much of this debate has focused on language use alone, not taking into account the complex interrelationship among language practices, identities, and ideologies or how decisions about language instruction are informed by and shape particular understandings about bilingualism, bilingual learners, and bilingual learning. Additionally, within the language separation debate, the perspectives of young learners have been largely ignored, with scholarship not adequately considering how students make sense of learning and languaging within the context of language separation. My dissertation study addresses these issues by tracing how classroom languaging and language ideologies shape student experiences of doing/being bilingual in an equity-oriented two-way immersion classroom that enforces strict language separation. Drawing upon ethnographic and critical discourse analytic methods, I interrogate the relationship between classroom language practices and student sense-making, revealing how students' understandings of bilingualism and their emerging bilingual identities are shaped by the equity-oriented and language-separatist practices of the classroom, what I describe as 'identities of promise' amidst 'ideologies of difference'. My study also extends beyond the interpretivist lens toward critical inquiry with the classroom teacher, through which we explored the potential of dynamic bilingual pedagogies to transform the two-way immersion classroom into a critical translanguaging space. I reveal what was learned from these efforts and propose directions forward for fostering two-way immersion classrooms that are responsive to sociolinguistic contexts and that work to promote equity and dynamic bilingualism in two-way learning spaces.

ISBN: 9780438269750Subjects--Topical Terms:

2122778
Bilingual education.

Reframing the Language Separation Debate: Language, Identity, and Ideology in Two-way Immersion.
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245 1 0 $a Reframing the Language Separation Debate: Language, Identity, and Ideology in Two-way Immersion.
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300 $a 324 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Hawkins, Margaret R.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a This yearlong case study explores the language practices and ideologies that shape learning in a second-grade two-way immersion (TWI) classroom in Wisconsin. There is ongoing debate within the fields of bilingual education and second/foreign language immersion concerning the extent to which the instructional languages should be kept separate in the TWI classroom. However, much of this debate has focused on language use alone, not taking into account the complex interrelationship among language practices, identities, and ideologies or how decisions about language instruction are informed by and shape particular understandings about bilingualism, bilingual learners, and bilingual learning. Additionally, within the language separation debate, the perspectives of young learners have been largely ignored, with scholarship not adequately considering how students make sense of learning and languaging within the context of language separation. My dissertation study addresses these issues by tracing how classroom languaging and language ideologies shape student experiences of doing/being bilingual in an equity-oriented two-way immersion classroom that enforces strict language separation. Drawing upon ethnographic and critical discourse analytic methods, I interrogate the relationship between classroom language practices and student sense-making, revealing how students' understandings of bilingualism and their emerging bilingual identities are shaped by the equity-oriented and language-separatist practices of the classroom, what I describe as 'identities of promise' amidst 'ideologies of difference'. My study also extends beyond the interpretivist lens toward critical inquiry with the classroom teacher, through which we explored the potential of dynamic bilingual pedagogies to transform the two-way immersion classroom into a critical translanguaging space. I reveal what was learned from these efforts and propose directions forward for fostering two-way immersion classrooms that are responsive to sociolinguistic contexts and that work to promote equity and dynamic bilingualism in two-way learning spaces.
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