Transformative interviewing and the experiences of multilingual learners not labeled "ELL" in US schools. Issue 2 (2nd April 2020)

• Record Type: Journal Article
• Authors: Catalano, Theresa; Kiramba, Lydiah Kananu; Viesca, Kara
• Is Part Of: Bilingual research journal. Volume 43:Issue 2(2020)
• Page Start: 178
• Page End: 195
• Publication Date: 2020-04-02
• Subjects: Education, Bilingual -- United States -- Periodicals; Minorities -- Education -- United States -- Periodicals; Languages, Modern -- Study and teaching -- United States -- Periodicals; 370.1175097305
• DOI: 10.1080/15235882.2020.1738287
• Languages: English
• ISSNs: 1523-5882

Abstract

ABSTRACT: Recent research has documented the ways that schools adapt to increasingly multilingual and multicultural student bodies. This qualitative study explores the schooling experiences of nine K-12 multilinguals not identified as English language learners in US schools. Using "deep interviewing" strategies, the authors expose the racializing function of language, but also semiotic processes such as markedness, iconicity, and erasure and sociological concepts such as habitus that are revealed through analysis of the participants' discourse about language and schooling. Additionally, the authors illustrate how transformative interviewing practices can spur development of learners' own agency in creating more equitable learning contexts for themselves.