A Critical Content Analysis: Representation of the Experiences of Emergent Bilingual Mexican American Children in Literature

Author

Cynthia Villarreal Cantu, The University of Texas Rio Grande Valley

Date of Award

5-2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Dr. Karin Lewis

Second Advisor

Dr. Janine Schall

Third Advisor

Dr. Elena Venegas

Abstract

This critical content analysis utilized the children's books Efrén Divided, The Distance Between Us: Young Readers Edition, and They Call Me Güero: A Border Kid’s Poems. As I read the literature, I documented how children's literature can accurately influence the representation of emergent bilingual Mexican American children in literature. This qualitative study demonstrated the need for authentic children’s literature that embraces a culturally sustaining pedagogy (CSP). After analyzing the books, I realized that the power of literacy and language could help students form connections to their identity, agency, and power. Educators, administrators, and the community can include literacy in the curriculum to support critical race theory (CRT) and Latina/o critical race theory (LatCrit). The inclusion of multiliteracies can promote appreciation for cultural differences and bilingualism.

Comments

Copyright 2022 Cynthia Villarreal Cantu. All Rights Reserved.

https://go.openathens.net/redirector/utrgv.edu?url=https://www.proquest.com/dissertations-theses/critical-content-analysis-representation/docview/2707985132/se-2?accountid=7119

Recommended Citation

Cantu, Cynthia Villarreal, "A Critical Content Analysis: Representation of the Experiences of Emergent Bilingual Mexican American Children in Literature" (2022). Theses and Dissertations. 838.
https://scholarworks.utrgv.edu/etd/838