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from Part III - Multilingual Identity and Investment
Published online by Cambridge University Press: 22 July 2022
This chapter focuses on young students’ attitudes towards the partner languages in dual-language immersion (DLI) programmes, as well as attitudes towards the speakers of these languages with implications for students’ identities as bilingual/biliterate learners in this educational context. The chapter uses example findings with primary school students (5–8 year olds) acquiring Spanish and English in a US DLI programme who are part of a multi-year research and evaluation project. Students are compared with student peers in their school’s English-medium classrooms to help understand potential differences in language attitudes stemming from their instructional experiences. This work is part of a growing call to consider the ‘whole child’ in developmental contexts and a need to employ multidisciplinary and longitudinal methods to better understand the impact of bilingual educational settings on children’s growth and well-being, moving beyond a narrow focus on academic achievement and language proficiency outcomes.
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