Toward an antiracist genre pedagogy: Considerations for a North American context

Accurso, Kathryn; Mizell, Jason D.

doi:10.1002/tesj.554

Cited by 24 publications

(6 citation statements)

References 31 publications

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“…These patterns can correspond to different social purposes. But when not checked for bias, genre pedagogy can reproduce dominant practices and reinforce deficit perspectives of multilingual students of color (Accurso & Mizell, 2020). Therefore, an antiracist multigenre pedagogy should include community countertexts alongside dominant ones and increase focus on interpersonal meanings to analyze racializing dimensions of texts (Accurso & Mizell, 2020).…”

Section: A Framework For Antiracist Language Pedagogymentioning

confidence: 99%

“…But when not checked for bias, genre pedagogy can reproduce dominant practices and reinforce deficit perspectives of multilingual students of color (Accurso & Mizell, 2020). Therefore, an antiracist multigenre pedagogy should include community countertexts alongside dominant ones and increase focus on interpersonal meanings to analyze racializing dimensions of texts (Accurso & Mizell, 2020). In general, the multiliteracies approach can advance critical and inclusive pedagogy by adding multimodal semiotic resources for classroom learning and by promoting multiplicity of genres, considering students' diverse life experiences, cultural identities, and ways of communicating in an increasingly diverse and globally connected world (Kim, Ramos, Chung, & Choi, 2020).…”

Section: A Framework For Antiracist Language Pedagogymentioning

confidence: 99%

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The politics and praxis of academic English: Toward antiracist language pedagogy

Maamuujav

Hardacre

2022

TESOL Journal

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Academic English has drawn criticism for its hegemonic status, and its dominance and legitimization as an “appropriate” language variety within academic and mainstream discourse communities have been problematized for stigmatizing home languages and dialects of multilingual and multidialectal students. However, students' proficiency in academic language is cited as one of the critical factors affecting their academic success (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006); therefore, instructional support for multilingual and multidialectal students' academic language development has been crucial to the educational agenda. The debate surrounding the politics of academic English and of the instructional practices geared toward developing multilingual and multidialectal students' academic English proficiency has important pedagogical implications. Seeing value in the propositions on both sides of the debate, the authors of this article reflect on the implications of these propositions in classroom practice and seek ways to support multilingual students in their effort to develop their academic English proficiency without stigmatizing and suppressing their home language and dialect. The authors propose an integrated framework for antiracist language pedagogy that builds on critical inquiry, inclusive teaching, and a multiliteracies approach to academic language and literacy development.

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Section: A Framework For Antiracist Language Pedagogymentioning

confidence: 99%

Section: A Framework For Antiracist Language Pedagogymentioning

confidence: 99%

The politics and praxis of academic English: Toward antiracist language pedagogy

Maamuujav

Hardacre

2022

TESOL Journal

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“…At the same time, SFL‐informed pedagogies have been critiqued for reproducing ideological discourses about academic language and marginalizing the cultural and linguistic resources of racialized students, including EBs (Accurso & Mizell, 2020; Harman, 2018). We agree with these critiques, and center SFL theory and pedagogy's intentions as a justice‐oriented project to foster critical language awareness and interrogate linguistic discrimination (Christie, 2007; Halliday, 1978; Hasan, 1996).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Engaging Teachers in Genre‐Based Pedagogy for Writing Arguments: A Case Study of Shifts in Practice and Understanding

et al. 2022

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This article reports on findings from the first year of a professional learning partnership aimed at supporting elementary teachers in improving their writing instruction for emergent bilingual students. Specifically, we present a case study of one fourth grade teacher's writing instruction, exploring how an introduction to a functional approach to teaching argument writing contributed to shifts in practice and in her understanding of effective writing instruction for emergent bilingual students. The research team engaged in two cycles of data collection across 5 months, conducted before and after an introductory seven-hour professional development workshop on systemic functional linguistics (SFL) genre pedagogy, in order to document changes in how the focal teacher was enacting and conceptualizing writing instruction for emergent bilinguals. Findings revealed three central shifts in the teacher's writing instruction: (1) from surface-level genre engagement to exploring functional relationships between genre stages, (2) from assessment-oriented writing instruction to learning activities grounded in authentic purpose and audience, and (3) from general language supports to targeted, contextualized writing scaffolds. This study builds upon existing scholarship by illustrating the potential of (even limited exposure to) SFL genre pedagogy to shift teachers' writing instruction toward

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“…However, the thrust of much of this work does not question how and under what conditions the concept of a reading list itself-the texts as a collection presented in the context of institutionalized education-is introduced to students. Choosing texts that are not considered canonical or that serve as counternarratives does not in itself accomplish culturally responsive ends even if they are contrasted with more canonical texts (Accurso & Mizell, 2020). Any text that teachers select, no matter how culturally sensitive or nuanced their presentation of its features and effects, still appears within the frame of a class in which that text's valorization as an object of study is unquestioned.…”

Section: Literature Reviewmentioning

confidence: 99%

Retracing the erasure of canon formation: Rethinking the reading list for English language learners

Bergstrom

2021

TESOL Journal

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There is an increasing trend in course design for reading and writing classes to include multimodal texts such as comics, television programs, music videos, and social media posts on course syllabi. Often the practice is justified by arguing that students need to develop critical literacy skills and multiliteracies and that these popular texts are more accessible and enjoyable for learners because they are already consuming them in their personal lives. However, this practice may be hampered in achieving its goals if the process by which such texts are chosen and placed in conversation with one another remains obscured. This article presents a proposal to create reading lists for syllabi that are collaboratively constructed with students in ways that attend to how texts are invested with authority by the communities in which they circulate. This critical pedagogy involves making the syllabus an object of inquiry and then inviting students to co‐construct with the teacher the narrative it tells.

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Toward an antiracist genre pedagogy: Considerations for a North American context

Abstract: This article combines principles from critical race theory and genre pedagogy to show how K-12 English language teachers can engage in antiracist genre-based literacy instruction. Genre pedagogy has become increasingly popular

Cited by 24 publications

References 31 publications

The politics and praxis of academic English: Toward antiracist language pedagogy

The politics and praxis of academic English: Toward antiracist language pedagogy

Engaging Teachers in Genre‐Based Pedagogy for Writing Arguments: A Case Study of Shifts in Practice and Understanding

Retracing the erasure of canon formation: Rethinking the reading list for English language learners

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