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Languages Across Borders: Social Network Development in an Adolescent Two-Way Dual-Language Program

by Amanda K. Kibler, Allison Atteberry, Christine N. Hardigree & April S. Salerno - 2015

Background/Context: Two-way dual-language programs have become an increasingly popular educational model in the United States for language minority and majority speakers, with a small but growing number of programs at the high school level. Little is known, however, about how adolescents’ social networks develop in the contexts of these programs.

Purpose/Objective: This study examines how a two-way, dual language enrichment program for Spanish-language learner (SLL) and English-language learner (ELL) adolescents influenced students’ social networks with peers of different cultural and linguistic backgrounds.

Setting: The program took place in a south-Atlantic state at a suburban/rural high school that has substantial within-school linguistic segregation.

Population/Participants: Program participants included 20 students: 10 English-dominant learners of Spanish, and 10 Spanish-dominant learners of English.

Intervention/Program: The two-way dual-language program was a voluntary extracurricular program in which adolescent Spanish-dominant ELLs and English-dominant SLLs participated in collaborative and student-led bilingual activities designed to foster the sharing of cross-linguistic expertise and cross-cultural knowledge over a seven-month period.

Research Design: In this mixed-methods study, student-level Likert-scale data is analyzed quantitatively and supported through analysis of qualitative interview responses and observational field notes. Quantitative results compare ELL and SLL participants’ demographic and baseline social characteristics, before-and-after social networks, the changing nature of reported relationships over time as a function of language status, and magnitude of growth in relationships’ strength before and after the program. Qualitative results examine the qualities and conditions of these relationships and the conditions under which they developed.

Findings/Results: Results suggest that despite participants’ demographic differences, ELL and SLL students in the dual-language program reported building new, strengthened, and mutually recognized relationships, particularly with students of different language backgrounds who worked together within long-term collaborative small groups.

Conclusions/Recommendations: When students are provided with a carefully designed instructional and ecological context that provides authentic purposes for using language and building peer relationships, this research suggests that both ELLs and SLLs may be able to build linguistically integrated social networks.

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Cite This Article as: Teachers College Record Volume 117 Number 8, 2015, p. 1-48
https://www.tcrecord.org ID Number: 17974, Date Accessed: 6/19/2021 2:23:39 PM

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About the Author
  • Amanda Kibler
    University of Virginia
    E-mail Author
    AMANDA K. KIBLER is an assistant professor of English education at the University of Virginia’s Curry School of Education. Her research interests include adolescent second language acquisition, multilingualism, second language writing, the impact of standards-based reform on multilingual populations, ethnography, and discourse analysis. Her current and forthcoming work can be found in the Modern Language Journal, Journal of Second Language Writing, TESOL Quarterly, and Linguistics and Education, among others.
  • Allison Atteberry
    University of Virginia
    E-mail Author
    ALLISON ATTEBERRY, Ph.D. is currently a research assistant professor of education policy at the University of Virginia, and in Fall 2014 will begin a tenure-track appointment at the University of Colorado School of Education. Her academic interests center on policies and interventions that are intended to help provide high quality educational experiences to the students who need them most. This has lead to an interest in the role of social networks in school change efforts. Dr. Atteberry’s recent work appears in Elementary School Journal and Education Finance in Policy, among other outlets.
  • Christine Hardigree
    University of Virginia
    E-mail Author
    CHRISTINE N. HARDIGREE is a PhD student in English education at the University of Virginia's Curry School. Her research interests include linguistically diverse adolescent learners, urban schools, multilingualism, and discourse analysis. Her work can be found in Language and Education.
  • April Salerno
    University of Virginia
    E-mail Author
    APRIL S. SALERNO holds a PhD in English education from the University of Virginia’s Curry School of Education. Her research interests include teacher education and teacher research, adolescent second language acquisition, and discourse analysis. Her work can be found in the TESOL Quarterly, TESOL Journal, and Language and Education, among others.
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