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Resisting (And Reproducing) Language Domination In A Bilingual Kindergarten Classroom, Roxana Gamble

Honors Theses

In modern U.S. society, English is considered the language of power while Spanish is considered a minority language, unfit for academic or professional settings. These macro-level power inequalities are evident in micro-level interactions between students and teachers in mainstream schools. Dual language education programs, however, attempt to challenge this ideology by elevating the status of minority languages and their speakers. In this study, I use an ethnographic/discourse analysis approach to examine how one teacher's practices in a dual language kindergarten classroom work to both reproduce and resist dominant ideologies about Spanish. Through participant-observation, interviews, and audio recordings of naturallyoccurring speech, …