Identity, Transnationalism, and Bilingual Education

Abstract

First appearing in studies in language learner motivation and attitude, bilingual education (BE) and identity of its participants emerged as a field of study in the mid-twentieth century. Although understandings of BE and identity have been varied, it is agreed that participant identities have a reciprocal relationship with BE programs which reflects social discourses and ideologies. Starting with explanation of key concepts, this chapter first presents select early literature in BE vis-à-vis identity in the latter half of the twentieth century with foci on identities of students and teachers. Related research centering on students mainly revolves around how learning of minority students is affected by language hierarchies reproduced in BE classrooms and ways to exalt minority assets in classroom interactions. On the other hand, discussions focusing on teacher identity explore how BE teachers negotiate professional identities under dominant social discourses such as long-lasting identity inscriptions (e.g., race and gender), native-speakerism, and educational reforms.

The chapter then pays special attention to a group of individuals known as transnationals, who have gained a stronger presence in the era of globalization with unique identity formation patterns which shed light on the importance of valuing minority cultural assets in multicultural settings. As few, if any, BE programs have considered scholastic insights about improving equality in BE program development and policymaking, the following section will explore select related problems and difficulties. Finally, it presents newly arising directions in BE research including social class, technology in learning, and identities in changing context as conclusion.