Abstract
This study examines the practical application of anticolonial academic language development strategies in an elementary classroom. Drawing from decolonial theory, the study analyzes pedagogical strategies in challenging the normalization of colonialism within language instruction. Using an autoethnographic case study, throughout the 2013–2014 academic year I collected data that consisted of observations, artifacts, and field notes from an elementary public school in South Los Angeles. Findings highlight the use of explicit academic vocabulary instruction to support students in developing the language to challenge classical/settler and internal colonialisms in reading and writing comprehension.
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