Remixin’ and flowin’ in centros: exploring the biliteracy practices of Black language speakers in an elementary two-way immersion bilingual program

Frieson, Brittany L.

doi:10.1080/13613324.2021.1890568

Cited by 19 publications

(9 citation statements)

References 51 publications

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“…The first premise that is critical to building on multilingual Black children's language and literacy practices is humanizing BL speakers as language architects (Flores, 2020;Frieson, 2021). As mentioned by Flores (2016, p. 2), "a language architect takes what they know about the general principles of language use in order to create their own unique voice in both their speaking and writing."…”

Section: Humanizing Black Language Speakersmentioning

confidence: 99%

“…Looking frustrated as he did not receive a direct response to his question, he asked Alanna for help: Instead of limiting himself to the 80/20 language allocation policy that suggested the suppression of other linguistic features to exclusively engage in Spanish, Jamaal designed his own rules using BL features to complete the literacy activity while using BL as a resource (Flores, 2020). Moreover, Jamaal demonstrated how multilingual Black children flexibly engage with a wide range of their linguistic resources to accomplish literacy tasks, metalinguistic awareness, express their feelings, advocate for themselves, and much more (Frieson, 2021). Humanizing Black children's genius begins with trusting them as the experts of their own perspectives and voices.…”

Section: Humanizing Black Language Speakersmentioning

confidence: 99%

“…The event could initiate planning for conversations of BL and identity, language and power, agency, and/ or action to name a few (Baker-Bell, 2020, p.102-125). For example, Blessing was in power as a trilingual speaker among peers, creating her own rules as a language architect (Frieson, 2021). She made clear choices that could exclude "non-speakers" of the languages she used and used linguistic styling to engage linguistic features for certain audiences.…”

Section: Transcriptionmentioning

confidence: 99%

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Supporting Multilingual Black Children: Building on Black Language Genius

Frieson¹,

Presiado²

2022

The Reading Teacher

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Negative societal beliefs and language ideologies about Black Language speakers continue to shape how Black Language is perceived from deficit perspectives in schools. However, educators must challenge these negative ideologies by amplifying the rich linguistic features that Black Language speakers already have by positioning these language practices as valuable resources in the classroom. From translanguaging and critical perspectives, the authors demonstrate how multilingual Black American children use various complex language and literacy practices to make sense of their worlds, including vignettes from bilingual classrooms and childhood memories. The authors offer practical implications using classroom and community examples that can serve as models to educators on how to support and build upon the richness of Black Language speakers’ literacy and language practices.

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Section: Humanizing Black Language Speakersmentioning

confidence: 99%

Section: Humanizing Black Language Speakersmentioning

confidence: 99%

Section: Transcriptionmentioning

confidence: 99%

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Supporting Multilingual Black Children: Building on Black Language Genius

Frieson¹,

Presiado²

2022

The Reading Teacher

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“…Flores (2020) suggested a shift from “academic language” to “language architecture” that highlights how children who come from bilingual communities engage with language in sophisticated ways. Black students engage in complex linguistic tasks as they are “language architects possessing expertise in negotiating their language choices in ways that both consider the audience and sustain their identities” (Frieson, 2021, p. 12). Flores (2020) further stated, “From the perspective of language architecture what needs remediation is not the cultural and linguistic practices of racialized communities but the listening/reading practices that continue to inform mainstream representations of these practices” (p. 28).…”

Section: Theoretical Orientationsmentioning

confidence: 99%

“…Brieanna told the stories she wanted to tell and not the ones that she was being told to tell. According to Flores’ (2020) scholarship on language architecture and Frieson’s (2021) work on Black language speakers as language architects, Brieanna adopted the role of a “critical linguistic architect” as she engaged her entire linguistic dexterity using her own rules of navigation and negotiation to accomplish various tasks (Flores, 2020).…”

Section: Brieanna the Critically Literate Architectmentioning

confidence: 99%

“Make Sure You See This”: Counternarratives of Multilingual Black Girls’ Language and Literacy Practices

Presiado

Frieson

2021

Literacy Research: Theory, Method, and Practice

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Critical scholarship in bilingualism and bilingual education has documented multiple ways that the rich language and literacy practices of Black children participating in bilingual education programs are often erased in favor of dominant narratives about the literacy practices of their White Mainstream English–speaking peers. Utilizing Black girl literacies, raciolinguistics, and translanguaging as theoretical orientations, and counternarratives as an analytical tool, this article presents a cross-case analysis of two ethnographic case studies that explored how multilingual Black American girls enrolled in an elementary dual-language bilingual education program employed their literacies to navigate their social worlds, by challenging raciolinguistic ideologies and hegemonic systems of oppression in their daily lives. It also presents the nuanced nature of multilingual Black girls’ literacies and the various roles that they serve, which are often ignored in multilingual spaces. The need to learn from multilingual Black girls’ counternarratives is emphasized by engaging in a deeper sociopolitical understanding of the complex issues that Black girls face on a regular basis, which are often extended in bilingual spaces. Specifically, we call for educators to create critical translanguaging spaces that honor multidimensional counternarratives and intimately connect with the unique epistemologies and literacies that Black girls in bilingual programs bring to the table.

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A Seat at the Table: Black & Latinx Teachers Reimagining Multilingual Classrooms as Culturally Sustaining Spaces for Black Children

Frieson

2024

Reading Research Quarterly

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Critical scholarship has collectively challenged multilingual spaces as operating under a Latinx/Anglo dualism that excludes the knowledge, voices, and experiences of young Black children. Therefore, we must reimagine multilingual spaces that are not only inclusive of Black languages and literacies; but also see them as vital resources that contribute to linguistic justice for Black children in multilingual classrooms. Based on a qualitative study that drew upon case study and ethnographic methods with multiple data sources to explore how teachers of Black and other students of Color reimagined their classrooms with Black languages and literacies at the center, this paper utilizes culturally sustaining pedagogies (CSPs) to proclaim the importance of affirming and maintaining the languages and literacies of Black children and other children of Color. To that end, CSPs calls upon educators to intentionally invite practices that value linguistic flexibility in schools and classrooms. Findings demonstrated that teachers of multilingual classrooms who utilized CSPs consistently engaged in a process of critical consciousness that included challenging language policies, mandated curriculum, and unlearning classroom norms that rejected Black languages and literacies. Additionally, Black and Latinx teachers invited children to freedom dream and negotiate ways to bring Black languages and literacies to the forefront with them. In doing so, teachers and students were able to create communities of resistance that ensured the steadfastness of CSPs that centered young Black children's literary gifts.

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Remixin’ and flowin’ in centros: exploring the biliteracy practices of Black language speakers in an elementary two-way immersion bilingual program

Cited by 19 publications

References 51 publications

Supporting Multilingual Black Children: Building on Black Language Genius

Supporting Multilingual Black Children: Building on Black Language Genius

“Make Sure You See This”: Counternarratives of Multilingual Black Girls’ Language and Literacy Practices

A Seat at the Table: Black & Latinx Teachers Reimagining Multilingual Classrooms as Culturally Sustaining Spaces for Black Children

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