Resisting subtractive language and literacy policies: Breaking the cycles of loss among bilingual preservice educators
Literacy scholars have noted the importance of drawing upon all of one's linguistic resources and experiences to make sense of texts. However, literacy instruction is often shaped by restrictive and punitive policies that limit the learning experiences and opportunities offered to racialized bi...
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Veröffentlicht in: | Journal of adolescent & adult literacy 2023-01, Vol.66 (4), p.273-277 |
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container_title | Journal of adolescent & adult literacy |
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creator | Harvey‐Torres, Rosalyn Cervantes‐Soon, Claudia Brochin, Carol |
description | Literacy scholars have noted the importance of drawing upon all of one's linguistic resources and experiences to make sense of texts. However, literacy instruction is often shaped by restrictive and punitive policies that limit the learning experiences and opportunities offered to racialized bi/multilingual students from low‐income communities. We illustrate this phenomenon through our experiences as former teachers of bilingual students and as teacher educators in Arizona and Texas, shedding light on the cycles of loss that such policies create and how this loss manifests among preservice teachers. We also reflect on the agency enacted by educators to heal their identities and develop transformative literacy practices. |
doi_str_mv | 10.1002/jaal.1277 |
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issn | 1081-3004 1936-2706 |
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source | Wiley Online Library Journals Frontfile Complete |
subjects | Bilingual Students Bilingualism biliteracy Cultural Capital Educational Policy high‐stakes testing Literacy Literacy Education Preservice Teacher Education Preservice Teachers Student teachers Teacher education Transformative Learning writing |
title | Resisting subtractive language and literacy policies: Breaking the cycles of loss among bilingual preservice educators |
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