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Using a case study design with participant observations and interviews, the study compares teachers’ stated commitments to heritage-language retention with classroom realities. Findings show a disconnect: classroom separation and “silence” mandates restrict meaningful peer interaction, limiting both Spanish and English. 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LEWIS  \nESL Consultant  \nSCOTT KISSAU  \nUniversity of North Carolina, Charlotte  \n“Little by Little:” Classroom Practices That Can Silence Latino Kindergartners  \nThis study explored the role of school in promoting positive bicultural and bilingual identities through the encouragement of Spanish use in 7 Latino children in 1 kindergarten classroom in North Carolina. Using a case study approach, researchers collected data through participant observations and interviews to examine the classroom practices of teachers with self-reported positive attitudes toward the use of Spanish by their students in this school. The results from the data revealed that there was a disconnect between what teachers espoused about heritage-language retention and the actual practices used to encourage native language use. While teachers openly stated in interviews that it was important for the Latino students to continue to speak and use their native language, the culture of the classroom and common practices used in this classroom failed to provide these Latino students with meaningful interactions with one another or their native Englishspeaking peers. In fact, mandates for silence and the separation of students in the kindergarten classroom resulted in very little use of language, whether in Spanish or in English. Implications for educators are discussed.  \nThe acquisition of English is a critical factor in determining academic  \nachievement and overall educational success for the immigrant child (Guerrero, 2004; Holmes, Hedlund, & Nickerson, 2000; Tse, 2001) .  \nWhile the theories that offer connections between first and second language (L2) development vary (Myers-Scotton, 2006), evidence supports the multiple ways in which native or first language (L1) maintenance can support L2 development (Krashen & McField, 2005). In fact, research on students with two fully developed languages show that they have an academic advantage (de Jong & Howard, 2009; Lindhom-Leary & Block, 2010; Rojas & Reagan, 2003) . Empirical studies show that bilingual children have a deeper awareness of language itself, are more creative, have greater academic success, and perform better on standardized tests than their monolingual counterparts (Cook, 2001; Portes & Rumbaut, 1996). Research findings have consistently shown that children in bilingual programs that foster dual languages typically outperform or match their  \n110 • The CATESOL Journal 23.1 • 2011/2012  \ncounterparts in all-English programs on English assessments that measure academic achievement (Baker, 2006; Goldenberg, 2008; Krashen & McField, 2005; Lindholm-Leary & Block, 2010) .  \nEven with powerful evidence that supports bilingual programs and the maintenance of L1 skills, instruction for immigrant students in U.S. schools is often based on monolingual and subtractive frameworks in which the only language of instruction is English (Menken & Kleyn, 2010) . While immigrant children have the potential to develop into fully functioning bilinguals, the messages that they receive about their heritage languages are too often negative and can result in language attrition. In addition to the loss of the fundamental ability to communicate in students’ native languages, the unintended consequences can be profound. Researchers have found that native language loss can negatively influence students’ social interactions, identity development, and create tension within immediate and extended family units (Kouritzin, 1999, 2000). This attrition, according to Lee and Oxelson (2006),“is more than just a loss of a linguistic system; it is a separation from their roots, a denial of their ethnic identity, and a dismissal of their potential as a bilingual and bicultural member of society”(p. 455) . With the current influx of immigrants to the US, researchers from multiple fields have begun to examine the factors that contribute to the maintenance [or loss] of","cbCaimyKeZcQA8HT","https://ap.wps.com/l/cbCaimyKeZcQA8HT","pdf",673899,22,"English","# Study Focus\n## Classroom Practices and Outcomes\n# Local Context Significance\n## Demographic Background","[{\"question\":\"What does the study investigate about Latino kindergarteners?\",\"answer\":\"It examines how school, classroom practices, and encouragement of Spanish influence positive bicultural and bilingual identities in Latino children.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Researchers used a case study approach, collecting data through participant observations and interviews to analyze classroom practices.\"},{\"question\":\"What did the study find about teacher beliefs versus classroom practices?\",\"answer\":\"Teachers described the importance of native-language use, but classroom culture and common practices, including separation and “silence” mandates, reduced meaningful language use in both Spanish and English.\"}]","“Little by Little:” Classroom Practices That Can Silence Latino Kindergartners | PDF",1792085989,55]