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ERIC Number: EJ1111665
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1535-0517
Identify the Cracks; That's Where the Light Slips In: The Narratives of Latina/o Bilingual Middle-Class Youth
Lapayese, Yvette V.
CATESOL Journal, v28 n1 p161-174 2016
In this qualitative study, I examine the intersections of learner identity, power, and language through the experiences and insights of Latina/o 2nd-generation middle-class children who occupy a unique positionality between the discourses surrounding bilingual education. Through narrative inquiry, emerging bilingual middle-class students actualize nonbinary thinking, able to depict identity as an inherently multifaceted process of construction. Their "ways of knowing" and experiences as language learners ultimately shape an "outsider-within" space, rupturing traditional binaries within bilingual education, namely EO/EL (English only versus English learner) and class binaries. They also proffer queer and cyber identities as additional salient variables that plow into language identity. In the end, these learners frame the contradiction and nuance of language learner identity, not as one of struggle, but as one of differential agency, the ability to move in and out of contradictory identities as both strong and advantageous tactics.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A