Gateway Moments to Literate Identities

IF 1.4 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Literacy Research Pub Date : 2021-10-25 DOI:10.1177/1086296X211052260

K. Enright, Joanna W. Wong, Sergio L. Sanchez

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引用次数: 0

Abstract

Drawing from theories of identity, language, and race, we conceptualize gateway moments to literate identities in high school English language arts classrooms enrolling language-minoritized youth. Gateways were interactions that afforded particular kinds of literate identities for youth. Deficit literate identities often invoked racialized language and literacy ideologies; authoritative literate identities engaged youths’ full cultural and linguistic repertoires to create and critique knowledge. Occasionally, youth enacted authoritative classroom literate identities alongside or in response to dominant deficit frames of their literate abilities during planned and spontaneous classroom interaction. We note in each type of gateway opportunities for teachers to open space for youths’ authoritative knowledge-producing literate identities. We aim to illustrate how a single instructional choice or classroom interaction ranges in effect from maintaining and reinforcing oppressive legacies and deficit literate identities to centering youth and their language and literacy repertoires in learning experiences for more socially just interactions and learning.

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通往文学身份的门户时刻

根据身份、语言和种族的理论，我们在招收语言少数民族青年的高中英语语言艺术课堂上概念化了识字身份的关键时刻。通道是一种互动，为年轻人提供了特殊的文化身份。缺乏识字的身份往往会引发种族化的语言和扫盲意识形态;权威的识字身份使青年充分发挥其文化和语言技能来创造和批判知识。偶尔，在有计划和自发的课堂互动中，青年制定了权威的课堂文化身份，与他们的文学能力的主要缺陷框架一起或响应。我们注意到，在每种类型的门户中，教师都有机会为青年的权威知识生产文化身份开辟空间。我们的目标是说明单一的教学选择或课堂互动如何从维持和加强压迫性遗产和识字缺陷身份到将青年及其语言和识字技能集中在学习经验中，以实现更社会公正的互动和学习。

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来源期刊

Journal of Literacy Research Multiple-

CiteScore

4.30

自引率

7.70%

发文量

期刊介绍： The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research