PERSPECTIVES ON PRACTICE: Linguistic Justice: Lessons Learned from Teaching Black Multilinguals
Publication Date
1-1-2023
Document Type
Article
Publication Title
Language Arts
Volume
100
Issue
3
First Page
23
Last Page
28
Abstract
When working with Black multilinguals, teaching for linguistic justice means building on students’ strengths through explicit instruction that fosters literacy and identity development. This article describes an asset-oriented approach called Transliteracy that encourages full use of students’ literacy and linguistic repertoires. The authors share the story of one Latinx dual-language teacher and her Black multilingual student who challenged monolingual norms to embrace their unique, dynamic multilingualism. Examples illustrate practices for teaching both about languages and across languages. Inspired by a translanguaging framework, a Transliteracy approach offers a path to just literacy instruction inclusive of diverse multilingual identities.
Department
Teacher Education
Recommended Citation
Emily Zoeller and Allison Briceño. "PERSPECTIVES ON PRACTICE: Linguistic Justice: Lessons Learned from Teaching Black Multilinguals" Language Arts (2023): 23-28.
