Speaking Spanish in White Public Spaces: Implications for Literacy Classrooms

Martinez, Danny C.; Rojo, Javier; González, Rubén Álvarez

doi:10.1002/jaal.924

Cited by 19 publications

(15 citation statements)

References 7 publications

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“…I recognize that I occupied a privileged bilingual position in this classroom, whereas students and teachers of color did not. I did not face the same challenges or discrimination as students or teachers of color might for using Spanish or other languages beyond English in school (Martinez et al, 2018). I sought to remain aware of this, always following Mrs. Díaz's lead of presenting bilingual language use as a choice.…”

Section: Researcher Participation and Positionalitymentioning

confidence: 99%

Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom

Rowe

2022

Reading Research Quarterly

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Emergent bilingual students in the U.S. often attend English‐medium schools where their bi‐ and multi‐lingual language resources are ignored and dismissed. This article draws on a social literacies perspective to explore how a second‐grade teacher and her multilingual students re‐framed one English‐medium classroom to welcome and include biliterate composing practices, in opposition to monoglossic norms. Findings illustrate moves made by a teacher to launch new biliterate writing practices, including talking about rationales, and providing invitations, support, and recognition for bilingual composing. In particular, analyses show that talking about rationales or reasons for biliterate composing was central to disrupting English‐only discourses and instead building new ways of thinking about and enacting bilingual writing. Analyses then trace intercontextual connections across events to illustrate how repeated, connected talk about these rationales over time opened spaces for students to take up bilingual composing practices. The article concludes by discussing implications for teachers and researchers who are interested in supporting emergent bilingual students’ bi‐ and multi‐lingual language use in English‐medium schools.

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Section: Researcher Participation and Positionalitymentioning

confidence: 99%

Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom

Rowe

2022

Reading Research Quarterly

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“…Building on an argument that a lack of racially and linguistically diverse K-12 teachers means students learn to read the world through a predominantly White, monolingual, and middle-class lens (Haddix, 2017), I argue that uprooting a native speaker model of literacy requires more racially and linguistically diverse literacy researchers. Alongside calls for K-12 and higher education faculty diversity, efforts to support literacy research with and from multilingual people of color can help to challenge the hegemony of English that harms nondominant communities (Martinez et al, 2019) and lead to considerations of literacy through more varied and global perspectives.…”

Section: Toward a Racially And Linguistically Diverse Model Of Literacymentioning

confidence: 99%

Challenging Native Speakerism in Literacy Research and Education

Kim

2020

Journal of Literacy Research

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Scholars have examined the myth of Asian Americans and Pacific Islanders (AAPIs) as model minorities in education and specifically within mathematics education, yet less is known about how this myth reveals an intersection of race and language that shapes the experiences of AAPIs in the literacy field. In this article, I argue that a monolingual model rooted in nativist ideologies of English is part and parcel of AAPIs’ racialization as model minorities and forever foreigners. Drawing from AAPI and literacy studies as well as autoethnographic insights, I further argue that the positioning of AAPIs in literacy research illustrates its Eurocentric legacy. This Insights article seeks to raise awareness of a racialized native speaker ethos of literacy research and education, and to call for more literacy research on AAPIs—an invisible minority within the field. Implications include expanding notions of literacy with varied and global perspectives through more research with and from multilingual nondominant communities.

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“…These immigrant populations include diverse migration paths and experiences, which within the last decade show a rising number of asylum‐seeking people (Zong & Batalova, ). Although these growing immigrant populations have positively contributed to the expansion of cultural and linguistic pluralism in U.S. communities, their population growth has motivated the prevalence of English‐only policy and ideology (Martinez, Rojo, & González, ).…”

Section: Transnational Movements and Multilingual Realitiesmentioning

confidence: 99%

Global Citizenship as Literacy: A Critical Reflection for Teaching Multilingual Writers

Alvarez¹,

Wan²

2019

J Adolescent & Adult Lit

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Speaking Spanish in White Public Spaces: Implications for Literacy Classrooms

Abstract: This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities.

Cited by 19 publications

References 7 publications

Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom

Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom

Challenging Native Speakerism in Literacy Research and Education

Global Citizenship as Literacy: A Critical Reflection for Teaching Multilingual Writers

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