Exploring Third Space in a Dual-Language Setting: Opportunities and Challenges

Abstract

This study examined the ways that 5th graders and their teachers constructed third spaces in bilingual and bicultural communities of practice in a dual-language school. Students and teachers used students' funds of knowledge to connect with and transform academic tasks and discourses and to create third spaces. In transformational third spaces, students' personal experiences were merged with official discourses to inform the curricula and enrich learning. However, the linguistic and cultural resources of the bilingual students were not fully capitalized upon; thus, crucial moments that offered potential for learning and discovery were underutilized.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 48 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.