Bilanguaging Love: Latina/o/x Bilingual Students’ Subjectivities and Sensitivities in Dual Language Immersion Contexts

Mariana Pacheco · Colleen Hamilton

32 citations0/0 files storedTESOL Quarterly

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Multilingual Education and Policy Second Language Learning and Teaching Critical Race Theory in Education

Abstract

Dual language immersion (DLI) education opens possibilities to leverage Latina/o/x bilingual students’ borderlands subjectivities and sensitivities. Yet persistent hegemonic discourses and the instantiation of linguistic and ideological borders in schools denigrate these sensibilities. By drawing on the concepts of bilanguaging and bilanguaging love (Mignolo, 2012), in this study the researchers examine the embodied epistemologies and knowledges a group of Latina/o/x students made visible as they participated in elementary two‐way DLI classrooms. Their analysis reveals first that bilingual students were aware of the linguistic, cultural, and racial and ethnic borders that shaped their Mexicana and Latina identities, but in reifying these borders these Latinas also embodied Spanish, English, and bilingualism in ways that their White peers did not. Second, the researchers analyze relationships, ways of being, and knowledges Latina/o/x bilingual students employed as they supported their peers through the challenges and discomfort around being between languages. These findings challenge views of bilingual students as Other, particularly those of Mexican and Latina/o/x backgrounds whose subjectivities are shaped by modern and colonial projects seeking to manage linguistic difference. Drawing on bilanguaging love as an equity‐oriented guiding principle, the authors argue that DLI can counter these oppressive conditions by elevating these students’ borderlands epistemologies and knowledges in schools.

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References

1992Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms 2013Translanguaging 2012Culturally Sustaining Pedagogy 1955On Face-Work 2015Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education 2002Subtractive Schooling: US-Mexican Youth and the Politics of Caring 2010Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?2001Bilingualism in Development

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2023Cultivating a critical translanguaging space in dual language bilingual education 2023Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World 2021Unilateral translanguaging: teachers’ language use, perceptions, and experience in a Portuguese-English two-way immersion program 2021Bilingual education for self-determination: Re-centering Chicana/o/x and Latina/o/x student voices 2021Más allá de la lengua: Embracing the Messiness as Bilingual Teacher Educators

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