Vernacular Spanish as a Promoter of Critical Consciousness in Dual Language Bilingual Education Classrooms

Autor/inn/en	Freire, Juan A.; Feinauer, Erika
Titel	Vernacular Spanish as a Promoter of Critical Consciousness in Dual Language Bilingual Education Classrooms
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 4, S.1516-1529 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Freire, Juan A.) ORCID (Feinauer, Erika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1775778
Schlagwörter	Spanish; Language Variation; Second Language Learning; Second Language Instruction; English (Second Language); Bilingual Education Programs; Educational Policy; Code Switching (Language); Language Attitudes; Literacy; Student Needs; Language Usage; Critical Theory; Teaching Methods; Teacher Educators; Teacher Education Programs; Elementary Secondary Education; Disadvantaged + Suchen Sie Ihr Suchwort? Spanisch; Sprachenvielfalt; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Politics of education; Bildungspolitik; Sprachverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachgebrauch; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	Historically, Spanish-speaking students have not been allowed to use their home and community linguistic practices in their schooling in the U.S., even in most Spanish-English dual language bilingual education (DLBE) programs, which require standard Spanish with strict language separation policies. These pedagogical practices have led to the reproduction of deficit language ideologies in DLBE classrooms that may harm students. In this essay, we call for programs to adopt vernacular forms of Spanish, including translanguaging practices, in bilingual and biliteracy instruction in order to meet the needs of Spanish-speaking students and combat deficit language ideologies and practices. From a critical pedagogical perspective, deliberate inclusion of vernacular Spanish (and translanguaging) in bilingualism and biliteracy is an ideal means to develop critical consciousness for students in DLBE, which can serve to combat deficit language ideologies, and aligns to the proposal of critical consciousness as the fourth goal of DLBE. We offer recommendations for teacher educators and DLBE practitioners. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01