IDENTITY, SUBJECTIVITY, AND AGENCY IN L1-L2 LITERACY PROCESSES AMONG YOUNG SPANISH-ENGLISH LEARNERS IN A K-12 BILINGUAL SCHOOL IN BOGOTA, COLOMBIA
Visión General
Visión General
Abstracto
Literacy is one of the most fundamental processes in the life of people. It is complex enough when people develop these processes in their first language, and the nature of the task becomes even more challenging when it is developed with students in a second language within the context of a bilingual setting. Bilingual education has been based on theories and research stemming from fields such as linguistics, psychology, first and second language acquisition. The views of second language acquisition have dominated the scope of research in terms of both linguistic and cognitive aspects. However, the study of second language acquisition in current times requires a change of paradigm that involves the social and cultural views of language and literacy learning. These views include the conception of second language learners whose literacy processes are based on the ideas of identity, subjectivity, and agency. These research concepts play an important role when educators attempt to conceptualize L1 and L2 literacy processes for various reasons. First, students build their identity through participating in discursive practices in their school lives. Second, they express their opinions and take positions in their writing. The above elements become more or less relevant in students’ lives depending on how much agency, that is-leeway and choice they can develop in their literacy practices. In sum, the contexts where these practices are enacted play a major role in the students’ sense as bilingual literate people.
Literacy is one of the most fundamental processes in the life of people. It is complex enough when people develop these processes in their first language, and the nature of the task becomes even more challenging when it is developed with students in a second language within the context of a bilingual setting. Bilingual education has been based on theories and research stemming from fields such as linguistics, psychology, first and second language acquisition. The views of second language acquisition have dominated the scope of research in terms of both linguistic and cognitive aspects. However, the study of second language acquisition in current times requires a change of paradigm that involves the social and cultural views of language and literacy learning. These views include the conception of second language learners whose literacy processes are based on the ideas of identity, subjectivity, and agency. These research concepts play an important role when educators attempt to conceptualize L1 and L2 literacy processes for various reasons. First, students build their identity through participating in discursive practices in their school lives. Second, they express their opinions and take positions in their writing. The above elements become more or less relevant in students’ lives depending on how much agency, that is-leeway and choice they can develop in their literacy practices. In sum, the contexts where these practices are enacted play a major role in the students’ sense as bilingual literate people.
