ERIC Number: EJ1143408
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1523-5882
EISSN: N/A
Discussing Difference: Color-Blind Collectivism and Dynamic Dissonance in Two-Way Immersion Contexts
Stolte, Laurel
Bilingual Research Journal, v40 n2 p205-221 2017
This comparative case study (based on observational, interview, and picture-sort data) examines how teachers and students talk about cultural, linguistic, racial, and socioeconomic difference in two elementary Spanish-English two-way immersion programs. In addition, I analyze how those discourses are associated with both contextual conditions and cross-cultural attitudes and behaviors. In one program, teachers used a discourse that minimized group difference and emphasized commonality, while in the other teachers expressed cognitive dissonance that stemmed from everyday interactions in a more diverse setting. These distinct discourses were associated with differing student outcomes. Based on these findings, I hypothesize that there may be a link between intergroup contact conditions and how people talk about difference. In turn, this process may impact how students engage in social categorization and develop positive cross-cultural attitudes and behaviors, an important goal of two-way immersion programs.
Descriptors: Immersion Programs, Second Language Learning, Bilingual Education Programs, Case Studies, Comparative Analysis, Interviews, Racial Differences, Socioeconomic Status, Cultural Differences, Elementary School Teachers, Teacher Attitudes, Spanish, English (Second Language), Discourse Analysis, Correlation, Observation, Outcomes of Education, Psychological Patterns, Intergroup Relations, Cultural Awareness, Student Attitudes, Elementary School Students, Collectivism, Social Differences, English, Native Speakers, Grounded Theory, Pictorial Stimuli, Statistical Analysis
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A