Gateway Moments to Literate Identities

Autor/inn/en	Enright, Kerry A.; Wong, Joanna W.; Sanchez, Sergio L.
Titel	Gateway Moments to Literate Identities
Quelle	In: Journal of Literacy Research, 53 (2021) 4, S.437-467 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Enright, Kerry A.) ORCID (Wong, Joanna W.) ORCID (Sanchez, Sergio L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X211052260
Schlagwörter	High School Students; Language Minorities; Language Arts; Self Concept; Literacy; Adolescents; Ideology; Equal Education; Discourse Analysis; English Instruction; Academic Language; Language Usage; Racial Bias; Hispanic American Students; College Preparation + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachminderheit; Sprachkultur; Selbstkonzept; Alphabetisierung; Schreib- und Lesefähigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ideologie; Diskursanalyse; English langauage lessons; Englischunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sprachgebrauch; Racial discrimination; Rassismus; Hispanic; Hispanic Americans; Hispanoamerikaner
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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01