Bilingual and Literacy Studies Faculty Publications and Presentations
Document Type
Article
Publication Date
1-2024
Abstract
This study follows the literacy experiences of four Latina middle schoolers as they read Harper Lee’s To Kill a Mockingbird and compose home language narratives in their heritage voices. Both their vibrant ethnic cultures and other intersecting rays of identities are analyzed in the vein of their literate identities. Through analysis of their writing and speech, the girls present hybridized identities on the border between cultures and languages. Their position and identities in the social world of middle school are discussed and how transactions with literacy can dialogically influence those identities to enact critically conscious pedagogy.
Recommended Citation
Zhou, X. (2024). Latina Voice in Dialogue with Literacy. Journal of Language, Identity & Education, 23(1), 1-17. https://doi.org/10.1080/15348458.2021.1955684
Publication Title
Journal of Language, Identity and Education
DOI
10.1080/15348458.2021.1955684
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Early Childhood Education Commons, Modern Languages Commons, Other Languages, Societies, and Cultures Commons
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Language, Identity and Education on August 16, 2021, available online: http://www.tandfonline.com/10.1080/15348458.2021.1955684