Language and Identity in a Dual Immersion School

This book describes the experiences of a group of students in Chicago, Illinois, who are attending one of the first Spanish-English dual immersion schools in the US. The author follows the group during two school years, documenting their Spanish use and proficiency and how their two languages intersect with the production of their identities.

This book describes the educational experiences and linguistic outcomes of students in Chicago, Illinois, who are attending one of the oldest Spanish-English dual immersion schools in the United States. The author follows a group of students during fifth grade and again during eighth grade, documenting their Spanish use and proficiency as well as how Spanish and English intersect with the ongoing production of their identities.

Table of Contents

Chapter 1: Introduction

Chapter 2: Immersion Classroom Research and Methodology of this Study

Chapter 3: Inter-American Magnet School

Chapter 4: Fifth Grade Language Use and Proficiency

Chapter 5: Identity Investments of Fifth Graders

Chapter 6: Language Use in Eighth Grade

Chapter 7: Spanish Proficiency in Eighth Grade

Chapter 8: Identity Investments in Eighth Grade

Chapter 9: Conclusions