Identity Construction and Students in DLBE Classrooms

In this chapter, we explore how cultural identities have been conceptualized in dual language bilingual education (DLBE) schools and examine empirical research to broadly describe topics such as the development of positive cross-cultural attitudes, language learning experiences, and cultural identities. We highlight how pressing issues such as undocumented immigration, anti-black racism, gendered roles, and the gentrification of DLBE, among others, have only emphasized the urgency of weaving identity construction across the established DLBE goals. This chapter reframes DLBE to include a critical approach, which consists of the co-construction of identity and centers on the experiences, identities, and knowledge of students from marginalized backgrounds. We bring forth an argument for (re)imagining the goals of DLBE to integrate identity across the goals as the basis for additive programs, like the DLBE model. We also discuss the implications of including the co-construction of identity in the field of (bilingual) education and teacher education programs and future directions in terms of DLBE implementation, research, education, and language policy.