Pláticas on Disrupting Language Ideologies in the Borderlands

Saavedra, Cinthya M.; Esquierdo, J. Joy

doi:10.4324/9781315102696-3

Cited by 7 publications

(3 citation statements)

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“…As Viruru (2001) points out, "Dominant Western discourses about language are almost overwhelmingly unilingual" (p.41), and children's practices of translanguaging, that is, the fluid movement and invention across different languages, are frequently overlooked, marginalised or misunderstood in formal education spaces (Axelrod and Cole, 2018;Zhao and Flewitt, 2019). As Saavedra and Esquierdo (2020) write, "One of the ways the teachers would describe children having 'language' was through the children's ability to speak mainly in English." (p.43).…”

Section: Hierarchies Of Talkmentioning

confidence: 99%

“…As Viruru (2001) points out, “Dominant Western discourses about language are almost overwhelmingly unilingual” (p.41), and children's practices of translanguaging, that is, the fluid movement and invention across different languages, are frequently overlooked, marginalised or misunderstood in formal education spaces (Axelrod and Cole, 2018; Zhao and Flewitt, 2019). As Saavedra and Esquierdo (2020) write, “One of the ways the teachers would describe children having ‘language’ was through the children's ability to speak mainly in English.” (p.43). As another example, Boutte and Bryan (2019) describe an overlooking of Black children's linguistic capital, whilst presenting White middle class talk as preferred or superior, as linguistic violence, a form of the many kinds of anti‐Black violence that can undermine the well‐being of children in classrooms.…”

Section: Hierarchies Of Talkmentioning

confidence: 99%

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Beyond transparency: more‐than‐human insights into the emergence of young children's language

Hackett

2022

Literacy

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This paper draws on 3 years of ethnographic research with young children and their families in a northern English town, employing a more‐than‐human lens to pay attention to what, beyond humans, might be involved in the emergence of children's literacies. The paper focuses on the role of the body and place in the emergence of young children's vocalisations and talk. In particular, the paper rethinks the dominant assumption that children's language is primarily for the purpose of transparently conveying meaning. It does this by drawing on posthuman and decolonial scholarship on childhood and language, and particularly on the work of Glissant on opacity and difference, in order to interrogate the relationship between expression, understanding and power. Thus, the paper outlines how an understanding of the relationship between body, place and talk might inform pedagogy by highlighting the need for space to embrace divergent, complicated, irrational, playful and non‐functional language practices in early childhood, rather than looking for rapid, straight line development.

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Section: Hierarchies Of Talkmentioning

confidence: 99%

Section: Hierarchies Of Talkmentioning

confidence: 99%

Beyond transparency: more‐than‐human insights into the emergence of young children's language

Hackett

2022

Literacy

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“…Each dialogue brought together content shaped by the experience of the day and by the readings. During the daily dialogue sessions, participants used the plática modality as a source of inquiry, critical self-reflection, and community building (de la Torre, 2008;Saavedra & Esquierdo, 2019;Fierros & Bernal, 2016;Durán, Carruba-Rogel & Solis, 2020). The plática modality was used because it is a culturally specific expressive form akin to a family dialogue around the kitchen table and was guided by inquiry and aligned to both the selected reading and the tactile/cultural experience of the day.…”

Section: Background Of the Historias Americanas Professional Development Programmentioning

confidence: 99%

Historias Americanas: Implementing Mexican American Studies in K-12 Social Studies Curriculum in the Rio Grande Valley

et al. 2021

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This essay contributes to the growing literature on Mexican American Studies in K-12 within the broader field of Ethnic Studies. While most of the literature on the movement for Ethnic Studies within Texas and across the nation mainly focuses on the impact of Ethnic Studies courses on students’ academic success, this essay highlights a professional development program for K-12 social studies teachers in the Rio Grande Valley of South Texas entitled Historias Americanas: Engaging History and Citizenship in the Rio Grande Valley, funded by a federal grant. This essay provides an overview of Historias Americanas, the objectives and structure of the program, and the ways in which the program contributes to the discourse on Mexican American Studies in K-12. It also describes the frameworks that form the crux of the professional development process: place-based education and culturally relevant pedagogical frameworks.

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Professor, Mother, Daughter: Using Pláticas and Feminism of Color to Understand Place and Identity

Ruiz Guerrero,

Brennan

2024

Critical Cultural Studies of Childhood

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Pláticas on Disrupting Language Ideologies in the Borderlands

Cited by 7 publications

References 1 publication

Beyond transparency: more‐than‐human insights into the emergence of young children's language

Beyond transparency: more‐than‐human insights into the emergence of young children's language

Historias Americanas: Implementing Mexican American Studies in K-12 Social Studies Curriculum in the Rio Grande Valley

Professor, Mother, Daughter: Using Pláticas and Feminism of Color to Understand Place and Identity

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