Transfronterizo literacies and content in a dual language classroom

Abstract

The purpose of this article is to discuss the ways in which young transfronterizo students who live between the two worlds of El Paso (USA) and Ciudad Juárez (Mexico) bring their literacy practices and content to the classroom. Drawing on the data gathered during a 3-year ethnographic study, we illustrate how transfronterizo texts and content are used for academic purposes, in particular in the context of learning narrative writing. We present the case of one transfronteriza teacher who successfully facilitated literacies crossing numerous borders. We frame our discussion of transfronterizo literacy practices drawing on literature from dual language education, the Continua of Biliteracy Model, and the New Literacy Studies. We show the recontextualization and transcontextualization of texts and practices. These processes help us understand biliteracy development in this border area, which is both global and local. We argue that developing awareness of how transfronterizo literacies are used in classrooms can provide teachers and researchers of linguistically minoritized students in other contexts with a better and complex understanding of the resources students bring to school in order to recognize ways in which to capitalize on these mobile resources for relevant educational experiences.

Keywords:

• transnational
• border
• dual language
• biliteracy
• recontextualization
• bilingual education

Notes

1. All interview data were originally in Spanish; we present English translations due to space. We include data from observations and student written products in their original language, Spanish.