Language Identity and Classroom Interaction in Bilingual Schools at the US–Mexico Border
Keywords:
bilingual education, language identity, classroom interaction, US–Mexico border, translanguaging, code-switchingAbstract
This study examines the complex relationship between language identity and classroom interaction in bilingual educational settings along the US–Mexico border. Through ethnographic observations and qualitative analysis, the research investigates how students navigate their linguistic identities while engaging in classroom discourse across Spanish and English. The findings reveal that bilingual students employ sophisticated code-switching strategies that reflect their hybrid cultural identities rather than linguistic deficiency. Teachers' attitudes toward language use significantly influence student participation patterns and identity expression. The study identifies three primary interaction patterns: translanguaging practices, language hierarchies in academic contexts, and identity negotiation through linguistic choices. Results demonstrate that classroom environments that embrace bilingualism as a resource foster greater student engagement and positive identity development. This research contributes to understanding how border communities construct meaning through multilingual practices and offers implications for developing culturally responsive pedagogical approaches in transnational educational contexts.
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Copyright (c) 2025 Maria Gonzales, Carlos Ramirez (Author)
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