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
Hauptverfasser: Harvey‐Torres, Rosalyn, Cervantes‐Soon, Claudia, Brochin, Carol
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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.
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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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