Embodying Critical Literacy in a Dual Language Classroom: Critical Discourse Analysis in a Case Study

Autor/in	Esquivel, Johanna
Titel	Embodying Critical Literacy in a Dual Language Classroom: Critical Discourse Analysis in a Case Study
Quelle	In: Critical Inquiry in Language Studies, 17 (2020) 3, S.206-227 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2019.1662306
Schlagwörter	Critical Literacy; Discourse Analysis; Spanish; English (Second Language); Second Language Learning; Semiotics; Power Structure; Reading Comprehension; Ideology; Case Studies; Bilingual Education; Language Usage; Hispanic American Students; Teaching Methods; Criticism; Multiple Literacies; Elementary School Students; Rural Schools; Grade 5; Mexican Americans; Social Studies; Texas + Suchen Sie Ihr Suchwort? Kritisches Lesen; Diskursanalyse; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Semiotik; Leseverstehen; Ideologie; Case study; Fallstudie; Case Study; Bilingual teaching; Bilingualer Unterricht; Sprachgebrauch; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Kritik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 05; 5. Schuljahr; Schuljahr 05; Gemeinschaftskunde
Abstract	This case study focuses on the diverse discourses Latinx bilingual students bring to class to make sense of power relations in the world. The study implements critical literacy practices such as read-alouds, discussions, writing, and drawing activities that help students critique and disrupt power discourses embedded in texts and visuals. With the implementation of critical discourse analysis (CDA) and social semiotics, the collected data were examined. The objectives of this study are, first, to discover the students' culturally and socially learned power discourses through the critical literacy practices used in a dual language classroom; second, to examine the student's multiple English and Spanish literacies used as mediated tools for becoming dynamic readers and writers; and third, to employ CDA and social semiotics to unravel meaning systems, language use, and their concurrent relationships to power discourses. Results showed that through critical literacy practices, the participants used English and Spanish to comprehend texts, and to learn about dominant ideologies and practices that position people with advantaged and disadvantaged roles within a society. (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