Linguistic Artistry and Flexibility in Dual-Language Bilingual Classrooms: Young Black Children's Language and Literacy Practices

Autor/inn/en	Frieson, Brittany L.; Scalise, Makenzi
Titel	Linguistic Artistry and Flexibility in Dual-Language Bilingual Classrooms: Young Black Children's Language and Literacy Practices
Quelle	In: Bilingual Research Journal, 44 (2021) 2, S.213-230 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frieson, Brittany L.) ORCID (Scalise, Makenzi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2021.1942323
Schlagwörter	African American Children; African American Culture; Cultural Influences; Black Dialects; Bilingual Education; Immersion Programs; Racial Bias; Language Usage; Bilingual Teachers; Code Switching (Language); Kindergarten; Grade 1; Resistance (Psychology); Spanish Speaking; English; Social Influences + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Cultural influence; Kultureinfluss; Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; Racial discrimination; Rassismus; Sprachgebrauch; School year 01; 1. Schuljahr; Schuljahr 01; Resistenz; English language; Englisch; Sozialer Einfluss
Abstract	Drawing on translanguaging and raciolinguistics frameworks in an ethnographic case study, this article contextualizes how young Black American children engage in rich literacy practices to validate their cultural and linguistic identities in an elementary, two-way immersion bilingual program. Findings demonstrated that despite teachers' perceived flexible linguistic spaces, Black American students mediated their verbal dexterities while resisting hegemonic whiteness norms in bilingual programs to create space for linguistic flexibility. The authors share implications for bilingual teachers who teach African American children and call for bilingual educators to reimagine a transformative space that moves from translanguaging policies to explicitly valuing the unique linguistic repertoires of Black children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01