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LINGUISTIC SEGREGATION AND PERFORMANCE OF IDENTITY IN A TWO-WAY IMMERSION ELEMENTARY SCHOOL
Isaac, Lauren B

2014, Doctor of Philosophy, Miami University, Educational Leadership.
Two-Way Immersion (TWI) programs have been widely recognized as a progressive and integrationist model to educate language minority and language majority students. Numerous studies have examined the implications of integrating Spanish-dominant immigrant students with English-dominant middle class White students. However, few studies have explored TWI programs within an urban multiracial and multiethnic context. The central question of this dissertation is the following: How do Spanish and English language boundaries emerge in the language performances of a multiracial, multiethnic, fifth grade, Two-Way Immersion (TWI) class? Using qualitative research methodologies and informed by sociocultural theories of language, I examined the language performances of fifth grade students as they shifted back and forth from two bounded and segregated language environments. Findings from interviews, observations, and classroom recording demonstrated the struggle to carve out symbolic space for the Spanish language, even within Spanish-designated spaces. Specific findings show: 1) how integration both expanded and limited student linguistic performances of identity, 2) the linguistic accommodation of English dominant students greatly impacted teacher and student Spanish language practices, 3) TWI teachers privileged the learning of content over the prescribed language of instruction, 4) TWI teachers expressed discontent over Common Core standards as they undermined the bilingual values of the school. Implications for educational theory, practice, and research are included. The implications situate the study within a social justice framework as they focus on the transformative potential of integrated language practices. The dissertation is relevant for researchers interested in the politics of language and culture within multilingual school settings.
Richard Quantz (Advisor)
Lisa Weems (Committee Member)
Denise Taliaferro Baszile (Committee Member)
Leighton C. Peterson (Committee Member)
172 p.

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Isaac, L. (2014). LINGUISTIC SEGREGATION AND PERFORMANCE OF IDENTITY IN A TWO-WAY IMMERSION ELEMENTARY SCHOOL. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/

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Isaac, Lauren. "LINGUISTIC SEGREGATION AND PERFORMANCE OF IDENTITY IN A TWO-WAY IMMERSION ELEMENTARY SCHOOL." Electronic Thesis or Dissertation. Miami University, 2014. OhioLINK Electronic Theses and Dissertations Center. 22 Oct 2017.

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Isaac, Lauren "LINGUISTIC SEGREGATION AND PERFORMANCE OF IDENTITY IN A TWO-WAY IMMERSION ELEMENTARY SCHOOL." Electronic Thesis or Dissertation. Miami University, 2014. https://etd.ohiolink.edu/

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Full text release has been delayed at the author's request until November 26, 2019