Critical Content Analysis of Language in Literacy: Identifying Discourse and Translanguaging in Esperanza Rising

ABSTRACT

This critical content analysis was conducted utilizing the children’s book Esperanza Rising. As I read the literature, I documented how children’s literature can incorporate discourse analysis into multicultural teaching practices that embrace translanguaging and bilingualism. Through this qualitative study, I demonstrated the need for a curriculum that embraces a culturally sustaining pedagogy (CSP). After analyzing the book Esperanza Rising, I realized that the power of literacy and language could help students form connections to their self-identity and power. Educators, administrators, and the community can reconstruct the literacy curriculum through critical race theory and Latina/Latino critical race theory (LatCrit). The inclusion of multiliteracies can promote appreciation for cultural differences.

KEYWORDS:

• Culturally sustaining pedagogy
• critical race theory
• discourse
• emergent bilingual
• literacy
• LatCrit
• translanguaging

Disclosure statement

No potential conflict of interest was reported by the author(s).

Children’s Literature References

Ryan, P. M. (2000). Esperanza rising. Scholastic Inc.