Finding Diego: A Bilingual Student Integrates School, Language, and Identity

Document Type

Peer-Reviewed Article

Publication Date

2017

Abstract

This article presents a mixed-methods case study of Diego, a bilingual teen who completed public school in Florida. During adolescence, Diego negotiated multiple identities: successful student, Mexican American, bilingual, and typical U.S. teenager. Diego provided interviews and bilingual (English/Spanish) writing (narrative/expository) in 2008 (at age 12, Grade 6) and in 2012 (at age 16, Grade 10). A qualitative analysis of his interviews and a quantitative linguistic analysis of his writing reveal central elements of Diego’s language development as related to academic English and identity. Educational implications for working with bilingual adolescents are discussed.

Comments

Published online 01 Jun 2016.

DOI

10.1080/15348431.2016.1179188

Publication

Journal of Latinos and Education

Volume

16

Issue

1

Pages

51-64

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