Becoming “Spanish Learners”: Identity and Interaction Among Multilingual Children in a Spanish-English Dual Language Classroom

Abstract

ABSTRACTThis article explores the interactional co-construction of identities among two first-grade students learning Spanish as a third language in a Spanish-English dual language classroom. Drawing on ethnographic and interactional data, the article focuses on a single interaction between these two “Spanish learners” and two of their Spanish-speaking classmates that took place within the context of a classroom literacy event. Analysis involved examining the sequential organization of talk, as well as identifying the particular linguistic resources that speakers recruited in their conversational turns. Findings showcase the interactional mechanisms by which students’ identities were variously asserted, contested, and negotiated in everyday classroom talk. The article ends by offering implications and raising further questions with respect to the implementation of dual language education for multilingual students.