Abstract This ethnographic case study explores the dynamic and fluid development of one African-American student’s bilingual/biliterate identity through her enrollment in a Spanish-English Dual Language Education program. We integrate the frameworks of identity in interaction and monoglossic and raciolinguistic language ideologies to understand how this student approaches her Spanish language and literacy development from kindergarten to grade 5. The study documents the fluid nature of the focal student, Tamara’s, identity as she journeyed from a Spanish enthusiast in kindergarten who embraced her emerging bilingualism/biliteracy to a student who seemed to question her identity as Spanish literate person. Specifically, we examine her affective response to developing bilingualism and biliteracy. We identify three paradoxical influences, or double-binds, in how she was differently positioned across multiple interactions as a bilingual African-American student.

中文翻译：

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“您可以在Espagñol中聊天！”：关于非裔美国人紧急双语和双文身份的民族志案例研究

摘要该人种学案例研究通过一名非裔美国人学生的西班牙语-英语双重语言教育计划入学，探索了其双语/有胆识的身份的动态变化。我们将身份识别的框架与互动，单语和种族语言语言意识形态相结合，以了解该学生从幼儿园到五年级如何应对其西班牙语和读写能力的发展。该研究记录了重点学生塔玛拉（Tamara）身份的流动性一位西班牙幼儿园的狂热者，她向一位似乎质疑她作为西班牙文人身份的学生拥抱她新兴的双语能力。具体来说，我们考察了她对发展双语和双语的情感反应。我们确定了三种矛盾的影响，