Resisting subtractive language and literacy policies: Breaking the cycles of loss among bilingual preservice educators.

  • Published In: Journal of Adolescent & Adult Literacy, 2023, v. 66, n. 4. P. 273 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Harvey‐Torres, Rosalyn; Cervantes‐Soon, Claudia; Brochin, Carol 3 of 3

Abstract

Literacy scholars have noted the importance of drawing upon all of one's linguistic resources and experiences to make sense of texts. However, literacy instruction is often shaped by restrictive and punitive policies that limit the learning experiences and opportunities offered to racialized bi/multilingual students from low‐income communities. We illustrate this phenomenon through our experiences as former teachers of bilingual students and as teacher educators in Arizona and Texas, shedding light on the cycles of loss that such policies create and how this loss manifests among preservice teachers. We also reflect on the agency enacted by educators to heal their identities and develop transformative literacy practices. [ABSTRACT FROM AUTHOR]

Additional Information

  • Source:Journal of Adolescent & Adult Literacy. 2023/01, Vol. 66, Issue 4, p273
  • Document Type:Article
  • Subject Area:Social Sciences and Humanities
  • Publication Date:2023
  • ISSN:1081-3004
  • DOI:10.1002/jaal.1277
  • Accession Number:161548624
  • Copyright Statement:Copyright of Journal of Adolescent & Adult Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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