Finding Diego: A bilingual student integrates school, language, and identity

Robin L. Danzak, Louise C. Wilkinson

Research output: Contribution to journalArticlepeer-review

6 Scopus citations


This article presents a mixed-methods case study of Diego, a bilingual teen who completed public school in Florida. During adolescence, Diego negotiated multiple identities: successful student, Mexican American, bilingual, and typical U.S. teenager. Diego provided interviews and bilingual (English/Spanish) writing (narrative/expository) in 2008 (at age 12, Grade 6) and in 2012 (at age 16, Grade 10). A qualitative analysis of his interviews and a quantitative linguistic analysis of his writing reveal central elements of Diego’s language development as related to academic English and identity. Educational implications for working with bilingual adolescents are discussed.

Original languageEnglish (US)
Pages (from-to)51-64
Number of pages14
JournalJournal of Latinos and Education
Issue number1
StatePublished - Jan 2 2017


  • Adolescent
  • English language learners
  • Latino/a children and families
  • biliteracy
  • migration/transnationalism
  • secondary

ASJC Scopus subject areas

  • Cultural Studies
  • Education


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