The Best for Our Children: Critical Perspectives on Literacy for Latino Students

Toward a Multilingual Perspective on Reading: Aligning Emergent Bilinguals' Resources with Theories of Reading and Implications for Instruction

“…For decades, the field of bilingual education has produced a vast and rich body of knowledge about EBs, including theirliteracies (Flores&Díaz, 2023;Fu, 2009;Reyes, 2001). AlthoughthisLearningandTeachinginActionisnotmeant to provide an exhaustive review of biliteracy research, it is clear bilingual programs are suited to provide multiple and complex opportunities for EBs to become readers (Escamillaet al, 2014).Yet,EBsareinalltypesofprograms and, irrespective of the program, EBs' language and literacy development should remain in focus.Thus, knowledge of how bilingualism impacts literacy development should be distributedwidelyacrossteachersandadministrators.…”

“I did not realize that my teacher had taken away part of my identity”: bilingual preservice teachers’ virtual libraries project

“…Bilingual education has continuously been faced with challenges and debates Flores, 2013). Therefore, promoting political and ideological clarity (Alfaro and Bartolomé, 2017;Bartolomé and Balderrama, 2001;Ek and S anchez, 2008) within bilingual teacher preparation programs has become a central focus. Preservice teacher political and ideological clarity is grounded in students' ability to recognize the ways in which hegemonic discourses that perpetuate systemic oppression affect the learning of CLD students (Ek and S anchez, 2008).…”

“…Preservice teacher political and ideological clarity is grounded in students' ability to recognize the ways in which hegemonic discourses that perpetuate systemic oppression affect the learning of CLD students (Ek and S anchez, 2008). CLD students often struggle to bridge their own previous experiences with what they are learning in school because of their inability to connect with the curricular practices followed by schools (Bartolomé and Balderrama, 2001;Espinoza et al, 2021).…”

Aprendizaje, cultura y desarrollo : una aproximación interdisciplinaria

“…promover la reflexión crítica acerca del contenido de las asignaturas y de su experiencia de vida como migrantes campesinos. Notamos prácticas lingüísticas similares en los repertorios de aprendizaje de los niños de escuela primaria en clubes de aprendizaje por medio del uso de computadoras (Gutiérrez, Baquedano-López y Álvarez, 2001). Como se sostiene en la investigación de Mejía Arauz y colaboradores ( 2003), la observación aguda y una mínima cantidad de preguntas parecían caracterizar los patrones de participación, tanto de los estudiantes de la escuela primaria como de los de la escuela secundaria.…”