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How Spanish Two-Way Bilingual Immers...

Carrillo Prasad, Maria Alexandra,

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How Spanish Two-Way Bilingual Immersion Students Construct Their Bilingual Selves Inside and Outside the School Context /

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Spanish Two-Way Bilingual Immersion Students Construct Their Bilingual Selves Inside and Outside the School Context // Maria Alexandra Carrillo Prasad.
Author:	Carrillo Prasad, Maria Alexandra,
Description:	1 electronic resource (148 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31329479
ISBN:	9798382825380

How Spanish Two-Way Bilingual Immersion Students Construct Their Bilingual Selves Inside and Outside the School Context /
Carrillo Prasad, Maria Alexandra,

How Spanish Two-Way Bilingual Immersion Students Construct Their Bilingual Selves Inside and Outside the School Context /Maria Alexandra Carrillo Prasad. - 1 electronic resource (148 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

This dissertation was an investigation of how students in two-way bilingual immersion (TWBI) programs construct their bilingual identities inside and outside the school setting, highlighting the unique and multifaceted nature of their language development and cultural identity formation. TWBI programs aim to cultivate bilingualism and biliteracy, academic achievement, and cross-cultural competencies by integrating students from English-dominant and target language-dominant backgrounds. Using a counternarrative inquiry approach, interviews with seven former TWBI students revealed three main themes: (a) the social value of the bilingual self, (b) self-perception as accomplished learners, and (c) self-perception as cultural agents. The participants, who initially entered TWBI programs from monolingual or bilingual households with English language dominance, achieved high academic success, earning the California Seal of Multilingual Proficiency by the end of high school. Their narratives detail lived experiences that shaped their bilingual identities within and beyond the school context. Student voices, exemplified through their stories, describe social interactions with peers, the influence of teachers, family and home environments, community and social engagement, and the construction of their bilingual identities. These accounts illustrate the rich tapestry of experiences that contribute to the development of a strong, multifaceted bilingual self that permeates all aspects of their lives.

English

ISBN: 9798382825380Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Counter narratives

How Spanish Two-Way Bilingual Immersion Students Construct Their Bilingual Selves Inside and Outside the School Context /
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245 1 0 $a How Spanish Two-Way Bilingual Immersion Students Construct Their Bilingual Selves Inside and Outside the School Context / $c Maria Alexandra Carrillo Prasad.
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520 $a This dissertation was an investigation of how students in two-way bilingual immersion (TWBI) programs construct their bilingual identities inside and outside the school setting, highlighting the unique and multifaceted nature of their language development and cultural identity formation. TWBI programs aim to cultivate bilingualism and biliteracy, academic achievement, and cross-cultural competencies by integrating students from English-dominant and target language-dominant backgrounds. Using a counternarrative inquiry approach, interviews with seven former TWBI students revealed three main themes: (a) the social value of the bilingual self, (b) self-perception as accomplished learners, and (c) self-perception as cultural agents. The participants, who initially entered TWBI programs from monolingual or bilingual households with English language dominance, achieved high academic success, earning the California Seal of Multilingual Proficiency by the end of high school. Their narratives detail lived experiences that shaped their bilingual identities within and beyond the school context. Student voices, exemplified through their stories, describe social interactions with peers, the influence of teachers, family and home environments, community and social engagement, and the construction of their bilingual identities. These accounts illustrate the rich tapestry of experiences that contribute to the development of a strong, multifaceted bilingual self that permeates all aspects of their lives.
546 $a English
590 $a School code: 6040
650 4 $a Educational leadership. $3 529436
650 4 $a Bilingual education. $3 2122778
650 4 $a English as a second language. $3 516208
650 4 $a Linguistics. $3 524476
650 4 $a Foreign language instruction. $3 3541319
653 $a Counter narratives
653 $a Dual immersion
653 $a Dual language education
653 $a Latinx
653 $a Student narratives
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690 $a 0282
690 $a 0444
690 $a 0290
690 $a 0441
710 2 $a California State University, Stanislaus. $b Education. $e degree granting institution. $3 3771973
720 1 $a Mayer, Anysia P. $e degree supervisor.
720 1 $a Bukko, Debra $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-12A.
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791 $a Ed.D.
792 $a 2024
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