But mom! I’m not a Spanish Boy: Raciolinguistic socialization in a Two-Way Immersion bilingual program

Abstract

Abstract This article is about the ways in which race and class impact socialization in a Two Way Immersion classroom - a process I refer to as raciolinguistic socialization. In line with the concept of raciolinguistic ideologies ( Flores and Rosa, 2015 ), the term raciolinguistic socialization captures the ways in which race and class impact how language and literacy abilities are perceived and evaluated. I illustrate this process through the ethnographic stories of three Kindergarten students. Weaving together observations, recorded interactions, and parent interviews, I show the impact of raciolinguistic expectations on Latinx children; how class and race privilege influence how language development is evaluated positively, and how a disadvantaged socioeconomic position negatively impacts perceptions of linguistic ability.I conclude by discussing implications of this work for both TWI programs and for understanding how raciolinguistic ideologies impact children s socialization more broadly