Bittersweet Experiences for Brazilian Newcomers: Positive Interactions, Microaggressions, and Isolation in General and Dual Language Bilingual Education

Abstract

ABSTRACT With the rise of the number of immigrant children in schools across the U.S. educational research has directed its attention to understanding these newcomers’ social experiences at school. Grounded in critical sociocultural theory, this interpretive phenomenological study shares the social experiences of four Brazilian newcomers in elementary school. Participants were adolescents who were reclassified English learners, had immigrated to the U.S. as children, and attended general education and/or world language dual language bilingual education (DLBE) programs. As adolescents, participants were able to look back on their experiences as designated-English learners and newcomers in elementary school with greater perspective. Analysis of interview data reveal three main themes: (a) positive interactions with other Brazilian students; (b) microaggressions from non-Brazilian students; and (c) isolation due to participants’ language barriers and English hegemony. Findings highlight the importance of Portuguese-English DLBE programs as a place for Brazilian newcomers to support one another, even if the program was considered a world language immersion program due to the low number of Portuguese speakers. Additionally, findings reveal the prevalence of microaggressions and isolation across general and DLBE settings, underscoring the need for schools and teacher preparation programs to equip teachers with tools to support newcomers.