A Transraciolinguistic Approach for Literacy Classrooms
Document Type
Article
Publication Date
2022
Keywords
Code switching, Critical literacy, Critical pedagogy, Critical theory, Linguistics, Dialects, English as a second language, English for speakers of other languages, English language learners, English learners, Home language, Home language practices, Home-school connections, Immigration, In-service, Language, Linguistics, Metacognition, Multilingualism, Race, Sociocultural, Sociolinguistic, Translanguaging, Transraciolinguistics, Writing, 2-Childhood, 3-Early adolescence, 4-Adolescence
Digital Object Identifier (DOI)
https://doi.org/10.1002/trtr.2073
Abstract
Across the globe, students increasingly use literacies to cross boundaries, locally and globally, virtually and geographically, willingly and involuntarily. They cross these boundaries with versatile linguistic backgrounds that allow them to effectively navigate new school and life worlds. Many students who cross boundaries are students of color who wrestle with what it means to critically read the word and the world even as they grapple with racialization. At the intersection of students’ border-crossing, languaging, and racialization are opportunities for understanding how teachers can center race by identifying and leveraging literate assets that immigrant and transnational students of color use to make meaning in and beyond classrooms. In this article, I present a transraciolinguistic approach as an intersectional and critical tool for centering race and racialized language while also addressing border-crossing in students’ literacy practice. Recommendations for teachers who wish to foster a transraciolinguistic approach to support critical literacy practice for all students are discussed.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
The Reading Teacher, v. 75, issue 5, p. 545-554
Scholar Commons Citation
Smith, Patriann, "A Transraciolinguistic Approach for Literacy Classrooms" (2022). Teaching and Learning Faculty Publications. 734.
https://digitalcommons.usf.edu/tal_facpub/734
