This volume examines the connection between socio-economic class and bilingual practices, a previously under-researched area, through looking at differences in bilingual settings that are classified as "immigrant" or "elite" and are thus linked to socio-economic class categories. Fuller chooses for this examination bilingual pre-teen children in Germany and the U.S. in order to demonstrate how local identities are embedded in a wider social world and how ideologies and identities both produce and reproduce each other. In so doing, she argues that while pre-teen children are clearly influenced by macro-level ideologies, they also have agency in how they choose to construct their identities with relation to hegemonic societal discourses, and have many other motivations and identities aside from social class membership which shape their linguistic practices.

chapter |17 pages

1 Introduction

Bilingual Discourse, Identities and Ideologies

chapter |24 pages

2 Normative Monolingualism in the U.S.

Immigrant Bilingualism and the Stigmatization of Spanish

chapter |51 pages

3 Amigos Amid Americanos

A Linguistic Ethnography of a Spanish-English Transitional Bilingual Education Classroom

chapter |22 pages

4 Language Ideologies in Berlin, Germany

Normative Monolingualism and Elite Bilingualism

chapter |42 pages

5 Speaking Your Mother Tongue in the Fatherland

A Linguistic Ethnography of a German-English Dual Language Classroom

chapter |5 pages

6 Conclusion