Their words, their worlds: Critical literacy in bilingual spaces

Abstract

ABSTRACTHistorically, the teaching of literacy in American classrooms has been “restricted to formalized, monolingual, monocultural and ruled-governed forms of language” (The New London Group, 1996, p. 60–61) which disproportionately negatively affects bilingual children of color. In this case study we aimed to understand how bilingual second graders collaborated 1:1 with pre-service teachers to enact social change through critical literacy tutorials using a LatCrit framework. Findings show how bilingual students took up social action through critical literacy tutorials and the stories they authored about themselves, their learning and their families.