Abstract
This chapter describes Critical Sociocultural Linguistic Literacy (CSLL), a pedagogical development in bilingual and heritage language (HL) education, with an emphasis on Spanish, but that can be applied to other bilingual, HL, and second language (L2) contexts. CSLL allows students to exercise their own sociolinguistic agency and negotiate their own processes of identity formation within the particular systems of meaning in which they are immersed. By promoting students’ own agency and stance, they are prepared to dismantle normative ideologies of what is “appropriate” and practice their own communities’ language varieties and sociopragmatic rules. The development of educational resource materials and assessment rubrics are a product of this critical pedagogical approach and will be summarized in this chapter.
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