“I Want to Be Pè Adedayo”: Young Children Enacting Resistance in/ through Translingual Writing about Their Names

Machado, Emily; Hartman, Paul

doi:10.58680/rte202030737

Cited by 8 publications

(5 citation statements)

References 23 publications

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“…Translanguaging empowers multilingual students to transverse communities of power and redefine the linguistic hierarchies present in the architecture of classrooms (Ghiso, 2013;Machado & Hartman, 2020;Rowe, 2022a). English-only settings are commonplace and often implicitly perpetuate dominant discourses that socially convey to MLs the linguistic preference of English (Rowe, 2022a).…”

Section: Translanguagingmentioning

confidence: 99%

Translanguaging with Digital, Collaborative Writing: Early Multilingual Composers

Pennington,

Howell,

Kaminski

et al. 2024

The Reading Teacher

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Multilingual learners live in a digital world where they can access and create knowledge in multiple modes through digital tools. Yet, teachers are often not supported in harnessing these resources to capitalize on students' linguistic and cultural repertoires. The authors reflect on data from teachers indicating a need to support teachers as they engage students in digital composition with asset orientations, such as translanguaging. Translanguaging with digital, collaborative writing is presented as a strategy based on author insights from classroom teaching. This article addresses the demand for multilingual learner (ML) translingual compositions through digital, collaborative writing.

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Section: Translanguagingmentioning

confidence: 99%

Translanguaging with Digital, Collaborative Writing: Early Multilingual Composers

Pennington,

Howell,

Kaminski

et al. 2024

The Reading Teacher

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“…Driven by the knowledge that multiply-marginalized young children's literacy practices are inherently valuable (Beneke & Cheatham, 2020; Machado & Hartman, 2020; Taitingfong, 2020) and can disrupt and change their social worlds (Vasquez, 2014), we consider how early literacy might be positioned as a practice of liberation (Freire & Macedo, 2005; Ladson-Billings, 2016). Freire (1970) defined critical praxis as theoretically-informed “reflection and action directed at the structures to be transformed” (p. 126).…”

Section: Positioning Early Literacy As a Practice Of Liberation In Ur...mentioning

confidence: 99%

“…This approach opens up pedagogical opportunities for teachers and teacher candidates to practice critical literacy in solidarity with multiply-marginalized children (Taitingfong, 2020), in which children read the word and inquire about the world (Freire & Macedo, 2005), producing texts that create change in their communities (Janks, 2010). Importantly too, children can compose texts to contest and resist oppressive ideologies (i.e., racism, ableism, linguicism), and imagine new ways of being (Machado & Hartman, 2020).…”

Section: Positioning Early Literacy As a Practice Of Liberation In Ur...mentioning

confidence: 99%

“…Writing and reading to and for communities also encourages teachers and children to attend to harm through repair (de los Ríos et al, 2019), activism (Vasquez, 2014), and resistance. For instance, Machado & Hartman (2020) documented how children in a linguistically diverse second grade classroom composed translingual poetry that resisted the mispronunciation of their names and/or reclaimed names that had been changed upon migration, demonstrating how young children can write in ways that disrupt harm and create change in their communities. Importantly, such literacy learning does not solely focus on marginalization nor does it ignore systemic oppressions experienced by children and their communities.…”

Section: Positioning Early Literacy As a Practice Of Liberation In Ur...mentioning

confidence: 99%

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Dismantling Carceral Logics in the Urban Early Literacy Classroom: Towards Liberatory Literacy Pedagogies with/for Multiply-Marginalized Young Children

2022

Self Cite

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Although literacy can be a space for joy and criticality, urban early literacy classrooms are imbued with carceral logics, criminalizing young children along lines of race, disability, and language. To support teachers in enacting liberatory early literacy pedagogies, teacher educators must contend with the harm dominant literacy approaches can produce for multiply-marginalized young children. We describe how early literacy routines are (1) constructed for an imagined “normal child” through white, nondisabled, English-dominant perceiving practices; and (2) enforced through carceral logics. Teacher educators can cultivate urban teachers’ liberatory pedagogical tools, centering multiply-marginalized young children's power and agency so they might flourish.

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“…Transnational communities, like immigrant Latinx families, have acquired complex and critical perspectives because of their experiences in and across national territorial and imagined borders (De la Piedra et al, 2018; de los Ríos, 2017; Nuñez, 2021; Skerrett, 2014). Machado and Hartman (2020) explained this as border‐crossing knowledge—understandings, information, or skills of everyday life acquired by personal lived experiences or passed down by others—that does not end at the physical border, but rather it continues to exist and, in many cases, expand with new local experiences. With the growing presence of transnational Latinx communities in the United States, learning about border‐crossing knowledge and literacies from and with transnational students and families is an increasingly relevant and a timely pressing topic in today's education.…”

Section: Introductionmentioning

confidence: 99%

Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World

Nuñez

2023

Reading Research Quarterly

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This article focuses on the experiences of transnational Latinx youth and families through historias shared by the mothers. Transnational communities such as those from Latinx immigrant backgrounds have acquired critical perspectives because of their experiences in and across borders that have become central to their understanding of how to navigate learning in the U.S. context. As such, learning about border‐crossing knowledge and literacies from transnational students, families, and communities has become increasingly relevant and a timely pressing topic in today's U.S. language and literacy education and beyond. This study employed a pláticas methodology to capture how transnational Latinx mothers storied their bilingual children's biliteracies. This study draws on transnational literacies and transcultural knowledge to conceptualize border‐crossing biliteracies, a lens for understanding how transnational children read and write the world. Drawing on this lens, the findings reveal how transnational Latinx families disrupt and expand the meaning of family, language, literacy, and cultural teaching and learning for transnational Latinx youth. Rooted in their experiences, this article discusses and unpacks the meaning of border‐crossing biliteracies pedagogy and offers implications for bilingual educators, curriculum developers, and researchers.

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“I Want to Be Pè Adedayo”: Young Children Enacting Resistance in/ through Translingual Writing about Their Names

Cited by 8 publications

References 23 publications

Translanguaging with Digital, Collaborative Writing: Early Multilingual Composers

Translanguaging with Digital, Collaborative Writing: Early Multilingual Composers

Dismantling Carceral Logics in the Urban Early Literacy Classroom: Towards Liberatory Literacy Pedagogies with/for Multiply-Marginalized Young Children

Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World

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