"I Try to Read to Them in Both Languages": Bilingual Maestras' Enactment and Embodiment of Critical Biliteracies through Bilanguaging Love

Autor/in	Degollado, Enrique David
Titel	"I Try to Read to Them in Both Languages": Bilingual Maestras' Enactment and Embodiment of Critical Biliteracies through Bilanguaging Love
Quelle	In: Journal of Literacy Research, 55 (2023) 3, S.302-324 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Degollado, Enrique David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X231200815
Schlagwörter	Literacy; Bilingualism; Bilingual Education; Epistemology; Native Language; Second Language Learning; Critical Literacy; Bilingual Teachers; Classroom Techniques; Teacher Attitudes; Literacy Education; Spanish; English (Second Language); Foreign Countries; Geographic Regions; Personal Narratives; Language Usage; Kindergarten; Elementary School Teachers; Texas; Mexico + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Erkenntnistheorie; Zweitsprachenerwerb; Kritisches Lesen; Klassenführung; Lehrerverhalten; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Erlebniserzählung; Sprachgebrauch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mexiko
Abstract	Drawing on life stories and classroom observations, this qualitative study examined how six bilingual maestras enacted and embodied critical biliteracies through bilanguaging love. These maestras were born, raised, and now teach bilingual education on the Texas-Mexico border. Their stories revealed contradictory and complex beliefs about literacy learning in Spanish and English, demonstrating how critical biliteracies teach children to read and write through the concept of bilanguaging love, a way of living between languages and epistemologies. Using qualitative methods like convivios and pláticas, rooted in other subaltern knowledges, the maestras articulated the nuanced realties of literacy learning. This study grounds critical biliteracies in border theories as a way of reading and writing the word and world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01