Remixin’ and flowin’ in centros: exploring the biliteracy practices of Black language speakers in an elementary two-way immersion bilingual program

ABSTRACT

This paper draws on qualitative research that examines the biliteracy practices of Black Language (BL) speakers in an elementary, two-way immersion (TWI), dual-language bilingual program, using Raciolinguistics as a theoretical lens. Specific questions that guided the study addressed the features of communicative contexts where BL was utilized and the linguistic features of BL that were shared in these multilingual spaces from the students. Findings demonstrated that BL speakers exercised student agency often as they utilized BL in a variety of roles and contexts despite restrictive language policies. Implications for educators working with BL speakers in TWI programs are shared.

KEYWORDS:

• Black Language
• African American Language
• Raciolinguistics
• dual-language bilingual education
• biliteracy practices

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1. I use the term White Mainstream English, following Alim and Smitherman (2012) and Baker-Bell’s work as another descriptor in place of Standardized English to describe ‘the relationships between language, race, anti-Black racism, and white linguistic supremacy.’ (2020, 2)

2. Pseudonyms

3. Race and ethnicity were determined based on information provided from the teachers and asking children to self-identify their racial and ethnic backgrounds during interviews.

4. Students’ dominant language was determined using a combination of several factors: 1. Asking the teachers the dominant language of the student (the one the child utilized the most for communication) and the language categorization of the student in the program (English learner or English speaker). 2. Asking the students during the interviews about the language they preferred and/or felt most comfortable using when communicating with others. 3. Observing the language practices of each student at school in various areas (classroom, playground, cafeteria).