Purpose. Situated within a complex social-political and developmental context marked by racialization and identity formation, this research aims to illuminate the nuanced ways Latinx youth navigate their bilingual experience amidst varying educational models and linguistic environments.The overarching goal of this dissertation is to investigate the language experiences and practices of Latinx bilingual adolescents through three exploratory studies. These studies focus on their perceptions of bilingualism, motivations to learn Spanish, and the interplay between language attitudes, exposure, and outcomes.
Methods. The first study explores Latinx adolescents' (n = 51) perceptions of bilingualism and their motivations to learn their heritage language, comparing experiences across language additive (dual immersion) and subtractive (English only) educational models. It examines how language perceptions and exposure influence motivational attitudes toward learning Spanish. The second study delves into the adolescents' (n = 50) use of critical thinking language and language complexity across Spanish, English, and translanguaging conditions, employing culturally relevant narratives (Corridos) as prompts to elicit linguistic expressions. This aims to uncover how bilinguals use critical thinking and produce language in different linguistic conditions and highlights the impact of open language environments on linguistic outcomes. Finally, the third study (n = 50) links the first two findings to assess how attitudes towards bilingualism and motivations to learn Spanish correlate with critical thinking language use and language complexity and productivity in bilingual Latinx adolescents. Across these studies, participants included Latinx adolescents aged 10-17 from dual immersion and English-only schools in southern California, engaging in surveys and language sampling in various linguistic conditions.
Results. Results from study one indicates no significant difference in bilingual perceptions or Spanish learning motivations between participants from the two different educational models, suggesting that multilingual community environments may bolster language learning motivations. Regarding linguistic outcomes, translanguaging and culturally relevant materials like Corridos facilitate higher metacognitive language use and linguistic complexity levels, indicating the benefits of open language conditions and cultural relevance in educational contexts. Furthermore, positive attitudes towards bilingualism and motivation for learning Spanish are linked to enhanced language productivity and complexity in Spanish, though these factors less significantly affect English language outcomes.
Conclusion. This dissertation highlights the importance of positive language attitudes, motivation, and the supportive role of family, educators, and community in fostering bilingual development among Latinx adolescents. It demonstrates the value of translanguaging and culturally relevant narratives in promoting critical thinking, linguistic complexity, diversity, and productivity, advocating for educational practices that recognize bilingualism as an asset. The findings underscore the need for educational environments that embrace the linguistic diversity of Latinx students, leveraging the bilingual capabilities that they bring to the classroom as this enriches their learning experiences and supports their identity and academic achievement.