| As the ethno-linguistic diversity of classrooms is increasing in the US, English Language Learners (ELLs) continue to display poor academic performances and experience failure in schools (Crawford, 1999; August and Hakuta, 1998). Research suggests that the failure of linguistically, ethnically and economically marginalized students is tied to their lack of strong academic identities or affiliations (Davidson, 1996; Nasir and Saxe, 2003; Fordham, 1996; Fordham and Ogbu, 1986). While these studies have revealed an underlying link between identity and academic success, they have not addressed how students' identities are formed and negotiated in differing communities of practice and cultural practices in elementary schools.; This case study focuses on language use, literacy and identity formation in a first grade bilingual (Spanish-English) classroom. Research on the construction of language learner identity suggests that all identities are co-constructed during moment-to-moment interactions with teachers, texts, and classmates (Toohey, 2001; Norton, 2000; Hawkins, 2004). Therefore, this research examines how first grade ELLs' identities are constructed within the language and cultural practices of school and considers how this process is linked to forming an affinity with school and academic practices. Specifically, this case study focuses on how language use and literacies (Gee, 1996) play out in early elementary Spanish and English guided reading groups and English content area lessons, including math, social studies and science.; This study is collaborative, drawing on experiences and analyses of both the classroom teacher and a university researcher. The process uses a cyclical research method within an ethnographic framework that balances the multiple voices of the participants through narrative interactions, discourse analysis and reflection on classroom activities. The teacher's voice and practice help to guide the research and the teacher narrates his classroom experience and beliefs about critical theory, young bilingual identity, language and literacies. This research contributes to second language acquisition theory and critical pedagogy. |
