This research is motivated by the inequity between native Spanish speaking students in the United States and their English-speaking counterparts. In situations where there is a restrictive languages policy and practices implemented, these students do not have the same access to their educations – which makes this a human rights issue. In Hartford’s Frog Hollow neighborhood, the English-only curriculum invalidates students’ linguistic and cultural identities, influencing them to resist their schooling. Classroom observations and focus groups were utilized to understand the student perspective of the language policies and practices in Frog Hollow. Student testimonies show that restrictive language polices both suppress linguistic identities and inhibit academic success. However, when teachers engage cultural and linguistic identities in the classroom, students respond positively.
Shifreen, Amanda, "Bilingual Education in Frog Hollow: Constructing Student Identity Through Language Policy" (2012). Community Learning Research Fellows. 73.