Abstract
The negotiation of integrated home and school identities of 3 second grade Hispanic English language learners (ELLs) included in an English–dominant classroom are explored through sociocultural paradigms, with an emphasis on the role of the individual's agency in the social construction of identities. In addition, we examine the conditions within the classroom context and practices that may influence the negotiation of the children's home and school identities. These identified conditions include (a) opportunities for students to perform home and community roles in the classroom, (b) space for students' (and their families') voices to be expressed and valued, and (c) access to meaningful participation of students and their families in “school learning” activities. Our data provide examples of classroom practices that may constrain these conditions. Based on our findings, we make suggestions for mediations that can facilitate the integration of home and school identities for ELLs.
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