NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1260663
Record Type: Journal
Publication Date: 2020
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1534-8458
"Who We Are Today": Latinx Youth Perspectives on the Possibilities of Being Bilingual and Bicultural
Newcomer, Sarah N.
Journal of Language, Identity, and Education, v19 n3 p193-207 2020
This article investigates the perspectives of seven adolescent Latinx students in relation to being bilingual and bicultural, and to their former K-8 elementary school, which offered a variety of culturally sustaining practices, including campus-wide use of both Spanish and English and a dual language program. Within this qualitative case study, students recount what they value from their elementary K-8 school and share how they've drawn from that experience to negotiate various challenges to their linguistic and cultural identities in high school. The students characterize their elementary years as providing a foundation of support, helping them in becoming who they are today. This study examines the curricular and instructional practices at a bilingual elementary K-8 school through the students' own perspectives and draws from the students' recollections to deepen our understanding of collaborative processes of empowerment for Latinx students in school.
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: High Schools; Secondary Education; Elementary Education; Early Childhood Education; Kindergarten; Primary Education; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona
Grant or Contract Numbers: N/A