This paper examines student and teacher talk in a first grade classroom in a two-way immersion school in Central Texas. Drawing on audio and video data from a year-long study in a first grade two-way classroom and using a methodology that fuses ethnography and discourse analysis, the authors explore how pluralist discourses are constructed and lived in by bilingual students and teachers. These findings have implications for understanding the ways in which teachers and students are influenced by language policy, as well as how they might either support or undermine that policy.
AnzaldúaG (1987) Borderlands/la Frontera: The New Mestiza, San Francisco: Aunt Lute Books.
2.
Author (2011) The discourse of transition: Teachers’ language ideologies within transitional bilingual education programs. International Multilingual Research Journal5: 2–2.
3.
Bakhtin MKD (1998) The Dialogic Imagination. Austin, Texas: University of Texas Press.
4.
CazabonMLambertWEHallG (1993) Two-Way Bilingual Education: A Progress Report on the Amigos Program, Washington, DC: Center for Applied Linguistics.
5.
Center for Applied Linguistics (2012) Directory of Two-Way Bilingual Immersion Programs in the U.S. Retrieved from http://www.cal.org/twi/directory/ on September 15, 2012.
6.
ChristianDLindholmKMontoneC (1997) Profiles in Two-Way Immersion Education, McHenry, IL: Delta Systems, Co. Inc.
7.
CumminsJ (2000) Language, Power, and Pedagogy: Bilingual Children in the Crossfire, Clevedon, England: Multilingual Matters.
8.
De JongEJ (2011) Foundations for Multilingualism in Education, Philadelphia: Caslon Publishing.
9.
De Jong EJ, Gort M, and Cobb CD (2005) Bilingual education within the context of English-only policies: Three districts' responses to Question 2 in Massachusetts. Educational Policy 19(4): 595–620.
10.
DePalmaR (2010) Language Use in the Two-Way Classroom: Lessons from a Spanish-English Bilingual Kindergarten, Bristol: Multilingual Matters.
11.
EricksonF (2004) Talk and Social Theory: Ecologies of Speaking and Listening in Everyday Life, Cambridge, UK: Polity Press.
FasoldR (1984) The Sociolinguistics of Society, Oxford, England: B. Blackwell.
14.
FreemanR (1996) Dual-language planning at Oyster bilingual school: “It's Much More Than Language”. Tesol Quarterly30(3): 557–582.
15.
GarciaE (2001) Hispanic Education in the United States: Raíces Y Alas, Lanham, MD: Rowman & Littlefield Publishers.
16.
GarcíaOKliefgenJ (2010) Educating Emergent Bilinguals: Policies, Programs and Practices for English Language Learners, New York, NY: Teachers College Press.
17.
GarcíaOSylvanC (2011) Pedagogies and practices in multilingual classrooms: Singularities in pluralities. Modern Language Journal95(3): 385–400.
18.
GeeJP (1996) Discourses and literacies. In: Social Linguistics and Literacies: Ideology in Discourses, London: Taylor & Francis, pp. 122–148.
19.
Gee J (2005) An introduction to discourse analysis: Theory and method (Vol. 2). New York: Routledge.
20.
GomezLFreemanDFreemanY (2005) Dual language education: A promising 50–50 model. Bilingual Research Journal29(1): 145–163.
21.
GutiérrezKBaquedano-LópezPTejedaC (2000) Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture & Activity: An International Journal6(4): 286–303.
22.
HellerMMartin-JonesM (2001) Voices of Authority: Education and Linguistic DifferenceVol. 1. Westport, CT: Ablex Publishing.
23.
Howard E, Sugarman J, and Christian D (2003) Trends in two-way immersion education: A review of the research (No. 63). Baltimore, MD: Johns Hopkins University.
24.
JeonM (2003) Searching for a comprehensive rationale for two-way immersion. Bilingual Education and Bilingualism41: 122–146.
25.
LabovW (1972) Sociolinguistic Patterns, Philadelphia, PA: University of Pennsylvania Press.
26.
Lindholm-LearyK (2001) Dual Language Education, Clevedon, England: Multilingual Matters.
27.
Lindholm-Leary K, and Borsato G (2001) Impact of two-way bilingual elementary programs on students' attitudes toward school and college. Washington, DC.: Center for Applied Linguistics CREDE.
28.
LópezMFránquizME (2009) ‘We teach reading this way because it is the model we've adopted’: Asymmetries in language and literacy policies in a two-way immersion programme. Research Papers in Education24(2): 175–200.
29.
MartínezGA (2006) Mexican Americans and Language: Del dicho al hecho, Tucson, AZ: University of Arizona Press.
30.
Martínez RA (2009) Spanglish is spoken here: Making sense of Spanish-English code-switching and language ideologies in a sixth-grade English language arts classroom. (Unpublished doctoral dissertation.) University of California, Los Angeles.
31.
MartínezRA (2010) Spanglish as literacy tool: Toward an understanding of the potential role of Spanish-English code-switching in the development of academic literacy. Research in the Teaching of English45(2): 124–149.
32.
Martínez-RoldánCMalavéG (2005) Language ideologies mediating literacy and identity in bilingual contexts. Educational Administration Abstracts40: 2–2.
33.
Martínez-RoldánCSayerP (2006) Reading through linguistic borderlands: Latino students' transactions with narrative texts. Journal of Early Childhood Literacy6(3): 293–322.
34.
MenkenK (2008) English Learners Left Behind, Clevedon, England: Multilingual Matters.
35.
MenkenKGarcíaO (2010) Negotiating Language Education Policies in Schools: Educators as Policymakers, New York, NY: Routledge.
36.
MollLAmantiCNeffD (1992) Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice31(2): 132–144.
37.
Norton B (2000) Identity and Language Learning: Gender, Ethnicity and Education Change. Harlow, England; New York: Longman.
38.
PalmerD (2009a) Code-switching and symbolic power in a second-grade two-way classroom: A teacher's motivation system gone awry. Bilingual Research Journal1(32): 42–59.
39.
PalmerD (2009b) Middle-class English speakers in a two-way immersion bilingual classroom: “Everybody should be listening to Jonathan right now”. TESOL Quarterly: A Journal for Teachers of English to Speakers of other Languages and of Standard English as a Second Dialect43(2): 177–202.
40.
PoplackS (1982) Sometimes I’ll start a sentence in English y termino en español: Toward a typology of code switching. In: AmastaeJElías-OlivaresL (eds) Spanish in the United States: Sociolinguistic Aspects, New York, NY: Cambridge University Press, pp. 230–263.
41.
PotowskiK (2004) Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. The Modern Language Journal88(1): 75–101.
42.
PérezB (2004) Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education, Mahwah, NJ: Lawrence Erlbaum Associates.
43.
RicentoTHornbergerNH (1996) Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly30(3): 401–427.
44.
RuizR (1984) Orientations in language planning. National Association for Bilingual Education Journal8(2): 15–34.
45.
SchegloffE (1991) Talk and social structure. In: CouplandAJN (ed.) The Discourse Reader, London: Routledge, pp. 107–120.
46.
ThomasWCollierV (2002) Center for Research on Education, Diversity & Excellence. A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement, Washington, DC: Center for Research on Education, Diversity & Excellence.
47.
ValenzuelaA (1999) Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring, Albany: State University of New York Press.
48.
VolkDAngelovaM (2007) Language ideology and the mediation of language choice in peer interactions in a dual-language first grade. Journal of Language, Identity, and Education6(3): 177–199.
49.
WieseA-MGarciaEE (1998) The bilingual education act: Language minority students and equal educational opportunity [historical analysis]. Bilingual Research Journal22(1): 1–18.
50.
WodakRMeyerM (2001) Methods of Critical Discourse Analysis, London: Sage.
51.
WoolardKA (1998) Introduction: Language ideology as a field of inquiry. In: SchieffelinBBWoolardKAKroskrityPV (eds) Language Ideologies: Practice and Theory, New York, NY: Oxford University Press, pp. 3–47.
52.
ZentellaAC (1997) Growing up Bilingual: Puerto Rican Children in New York, Malden, MA: Blackwell.
