Critical Discourse Analysis in the Bilingual Classroom: Uncovering Stereotypes in Children's Picture Books

Autor/in	Esquivel, Johanna
Titel	Critical Discourse Analysis in the Bilingual Classroom: Uncovering Stereotypes in Children's Picture Books
Quelle	In: NABE Journal of Research and Practice, 9 (2019) 3-4, S.198-209 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2639-0043
DOI	10.1080/26390043.2019.1653050
Schlagwörter	Discourse Analysis; Picture Books; Stereotypes; Race; Cultural Differences; Classroom Communication; Freehand Drawing; Semiotics; Teaching Methods; Class Activities; Second Language Learning; Second Language Instruction; English (Second Language); Spanish; Elementary School Students; Grade 3; Power Structure; Social Class; Language Usage; Reading Aloud to Others; Cultural Awareness; Bilingual Education; Mexican Americans; Communicative Competence (Languages); Discussion; Bilingualism + Suchen Sie Ihr Suchwort? Diskursanalyse; Picture book; Bilderbuch; Klischee; Rasse; Abstammung; Kultureller Unterschied; Klassengespräch; Drawing; Zeichnen; Semiotik; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; School year 03; 3. Schuljahr; Schuljahr 03; Social classes; Soziale Klasse; Sprachgebrauch; Cultural identity; Kulturelle Identität; Bilingual teaching; Bilingualer Unterricht; Hispanoamerikaner; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Diskussion; Bilingualismus
Abstract	This study visually and linguistically examines the various manifestations of power and language in mainstream and alternative children's picture books, and analyzes the students' linguistic production by utilizing critical discourse analysis (CDA) as a tool to uncover misrepresentations of race, class, and language. The aim of the study is threefold: first, to engage English-Spanish third-grade bilingual students in a critical examination of picture books while developing their second language; second, to critically read the hidden messages and symbols in pictures and texts that instigate the production and reproduction of stereotypes; and third, to examine the students' language production. Read-alouds, classroom discussions, writing and drawing activities were used to collect data. Two forms of CDA were employed to analyze data, visual semiotics and lexical analysis. Results showed that using alternative versions of stories during classroom activities helped students become aware of cultural and racial stereotypes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01