Language, Race, and Critical Conversations in a Primary‐Grade Writers' Workshop

Hartman, Paul; Machado, Emily

doi:10.1002/trtr.1845

Cited by 9 publications

(5 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…First, he replaced many of the mentor texts suggested in Units of Study with bilingual poetry. These texts primarily featured Spanish and English, though some also used Nahuatl or African American Language (for a list of mentor texts, see Hartman & Machado, 2019). Second, Paul added a series of additional mini-lessons to the unit that positioned code-meshing as a poetic craft move.…”

Section: Context and Methodsmentioning

confidence: 99%

Translingual Writing in a Linguistically Diverse Primary Classroom

Machado

Hartman

2019

Journal of Literacy Research

Self Cite

View full text Add to dashboard Cite

Growing numbers of scholars in composition studies support translingual orientations in their postsecondary writing classrooms. However, translingual orientations are rarely extended to elementary school writers, who are often asked to compose exclusively in Dominant American English. Drawing on theories of translingualism and emergent biliteracy, we use case study methods to examine children’s translingual writing in a highly linguistically diverse second-grade classroom. We pay particular attention to students who had not had formal instruction in languages they tended to use orally, documenting the creative and strategic ways in which they wrote. Among other strategies, students repurposed English sound–symbol correspondences in developmental spelling, composed strings of non-Roman symbols, and remixed multilingual environmental print. They also engaged in translingual writing for a range of purposes, such as expressing pride, connecting with audiences, and indexing identities. Our findings suggest the potential of moving translingual perspectives beyond postsecondary contexts and into elementary classrooms.

show abstract

Section: Context and Methodsmentioning

confidence: 99%

Translingual Writing in a Linguistically Diverse Primary Classroom

Machado

Hartman

2019

Journal of Literacy Research

Self Cite

View full text Add to dashboard Cite

show abstract

“…Students’ ways of doing language are baked within their families, communities, and ways of communicating in their lives outside school, and thus, must be leveraged when learning new language in classrooms. This means inviting Black Language in student writing and writing instruction (Hartman & Machado, 2019; Lee & Handsfield, 2018), accounting for the language during reading assessments (Compton-Lilly, 2005), and creating space for Black Language speakers’ linguistic dexterity in multilingual settings (Frieson & Scalise, 2021). Third, the sociocultural nature of Black Language also includes verbal strategies and rhetorical devices, such as call and response, signification, tonal semantics, and narrative sequencing, which are explained in detail in Smitherman (1977).…”

Section: Towards a Black Epistemological Literacy Educationmentioning

confidence: 99%

Shifting Epistemologies Amidst Whitestream Norms: Centering Black Language in an Elementary Literacy Methods Course

Lee

2022

Literacy Research: Theory, Method, and Practice

View full text Add to dashboard Cite

This paper argues for a Black epistemological literacy education by centering Black equity in the process of teaching literacy methods. I offer a pedagogical model that stems from my own experiences disrupting required elementary literacy method courses. My approach utilizes Black Language to illustrate the linguistic, sociocultural, and cognitive dimensions of literacy, and therein draws awareness for how white monolingual norms are thoroughly normalized in literacy instruction. While the linguistic legitimacy of Black Language, particularly its phonological systems, have been well established, in our current state, phonics instruction belongs to White Mainstream English. I contend that any cognitive literacy instruction for Black Language speakers must leverage the tacit knowledge of their own language. Pre-service teachers must receive explicit instruction on understanding societal hierarchies, especially as anti-Blackness and white supremacist views of Black Language are intertwined. A Black epistemological literacy education is necessary in modeling for pre-service teachers how literacy curricula must move beyond tokens of diversity.

show abstract

“…Immigrant and refugee children are greatly impacted by the teacher and student attitudes, and it has been found that they are often treated negatively in classroom contexts (Hyonsuk Cho et al, 2019). Teachers can play an important role in encouraging students to reflect on racial biases and xenophobic stereotypes and consider the role of language, race and power using children's literature (Bazemore-Bertrand, 2020;Hartman and Machado, 2019). For instance, Newstreet et al (2019) documented how a sixth-grade teacher read texts that depicted Muslim characters to encourage children to explore their own perceptions and biases.…”

Section: Children's Restorying In Literacy Classroomsmentioning

confidence: 99%

“I Drew Myself Right There”: third grade girls restorying for visual justice

Wiseman

Turner

Cappello

2021

ETPC

View full text Add to dashboard Cite

Purpose This paper aims to present three girls’ visual annotations and digital responses that restory a scene in the picturebook I’m New Here. The authors focus on how children use multimodal tools to reflect their critical knowledge of the world by illuminating how this group of girls responded to and incorporated broader social issues. Design/methodology/approach This study takes place in a third-grade classroom. Using qualitative methods that build on critical multimodal literacy, the authors documented and analyzed children’s visual and digital interpretations. Data were generated from classroom sessions that incorporated interactive readalouds, as well as students’ annotated visual images, sketches, video and digital responses. The collaborative analytic process involved multiple passes to interpret visual, textual and multimodal elements. Findings The analyses revealed how Aliyah, Tiana and Carissa used multimodal tools to engage in the process of restorying. Through their multimodal composition, they designed images that illuminated their solidarity with the young female character wearing the hijab; their desire to disrupt xenophobic bullying; and their hope for a respectful and inclusive climate in their own classroom. Originality/value In this paper, the authors examine how three girls in a third-grade classroom restory using critical multimodal literacy methods. These girls’ multimodal responses reflected how they disrupted dominant storylines of exclusionary practices. Their authentic acts of visual advocacy give us hope for the future.

show abstract

Language, Race, and Critical Conversations in a Primary‐Grade Writers' Workshop

Abstract: Critical conversations can prompt students to explore connections among language, race, and power and can encourage students to write in personally meaningful and transformative ways.

Cited by 9 publications

References 17 publications

Translingual Writing in a Linguistically Diverse Primary Classroom

Translingual Writing in a Linguistically Diverse Primary Classroom

Shifting Epistemologies Amidst Whitestream Norms: Centering Black Language in an Elementary Literacy Methods Course

“I Drew Myself Right There”: third grade girls restorying for visual justice

Contact Info

Product

Resources

About