NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1158801
Record Type: Journal
Publication Date: 2017
Pages: 26
Abstractor: As Provided
ISSN: ISSN-1542-7587
Who Will Be Bilingual? A Critical Discourse Analysis of a Spanish-English Bilingual Pair
Nuñez, Idalia; Palmer, Deborah
Critical Inquiry in Language Studies, v14 n4 p294-319 2017
This article presents a basic interpretive qualitative study that examined how two students, a dominant Spanish speaker (Joel) and a dominant English speaker (Carter) used languages during their microinteractions in pair work in a dual language kindergarten classroom. The purpose of this study was to understand the relationship between language choice and power. Data sources included field notes and video/audio recordings collected during a Spanish day and an English day of instruction, with particular attention to the interactions of this bilingual pair. The authors conducted critical discourse analysis drawing on the notion of power as product and power in discourse. Findings reveal that despite the expressed intention of the dual language program that all children would have the opportunity to be bilinguals, there are more opportunities in this classroom for language development in English than in Spanish. Only the teacher's direct intervention appears to influence children's language use during their interactions.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A