Date of Award

Spring 5-10-2024

Document Type


First Advisor

Octavian Robinson

Second Advisor

Maribel Gárate

Third Advisor

Deborah Chen Pichler


This case study focuses on the impact of the presence or absence of translanguaging in the educational environments of a Hispanic Latine family on their self-perceived ethnolinguistic identities. Translanguaging is the process where multilinguals use the full potential of their linguistic repertoire in their discourses. This includes the various vocabulary words, dialects, gestures, and other characteristics of their languages (Garcia, 2012, pg. 311). English monolingualism (knowing or only using English) discriminates against racial and ethnic minorities, labeling them incompetent, inferior, or even “un-American,” regardless of how systematically correct their English is. In contrast, translanguaging maximizes the opportunity for teachers of multilingual students from various racial and ethnic minorities to combat linguicism intertwined with racial and ethnic discrimination in and beyond the U.S. educational system. Teachers can support their students’ development of positive self-perceived ethnolinguistic identities by recognizing, celebrating, and incorporating translanguaging in their learning environments. This study utilizes a thematic analysis that yields five themes: the presence of translanguaging, the absence of translanguaging, teachers’ emphasis on “proper" English pronunciation, compulsory fluency outside the classroom, and language nurturing a community’s heritage. The study shows that translanguaging inherently celebrates and validates the relationship between ethnic or racial culture and language.



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