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

References

• Brown vs. Board of Education, 347 U.S. 483 (1954).
   Google Scholar
• Bull, G., & Anstey, M. (2018). Elaborating multiliteracies through multimodal texts: Changing classroom practices and developing teacher pedagogies. Routledge/Taylor Francis.
   Google Scholar
• Campano, G., Ghiso, M. P., & Sánchez, L. (2013). “Nobody knows the … amount of a person”: Elementary students critiquing dehumanization through organic critical literacies. Research in the Teaching of English, 48(1), 98–125. http://www.jstor.org/stable/24398648
   Web of Science ®Google Scholar
• Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401–417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
   Web of Science ®Google Scholar
• Cobb, J., & Kallus, M. (2011). Historical, theoretical, and sociological foundations of reading in the United States. Pearson.
   Google Scholar
• Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 94(1), 103–115. https://doi.org/10.1111/j.1540-4781.2009.00986.x
   Web of Science ®Google Scholar
• Erickson, F. (2011). Culture. In B. A. Levinson & M. Pollock (Eds.), A companion to the anthropology of education (pp. 25–33). John Wiley & Sons, Ltd.
   Google Scholar
• Fu, D., Hadjioannou, X., & Zhou, X. (2019). Translanguaging for emergent bilinguals: Inclusive teaching in the linguistically diverse classroom. Teachers College Press.
   Google Scholar
• Gándara, P., & Contreras, F. (2009). The Latino education crisis: The consequences of failed social policies. Harvard University Press.
   Google Scholar
• García, O., & Kleifgen, J. A. (2010). Educating emergent bilinguals: Policies, programs, and practices for English language learners. Teachers College Press.
   Google Scholar
• García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism, and education. Palgrave MacMillan.
   Google Scholar
• Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. Routledge.
   Google Scholar
• Gonzalez, N., Moll, L., & Amanti, C. (2005). Funds of knowledge. Routledge/ Taylor Francis.
   Google Scholar
• Hughes-Hassell, S., Barkley, H., & Koehler, E. (2009). Promoting equity in children’s literacy instruction: Using a critical race theory framework to examine transitional books. School Library Media Research, 12(1), 1–20. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol12/SLMR_PromotingEquity_V12.pdf
   Google Scholar
• Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
   Web of Science ®Google Scholar
• Ladson-Billings, G. (2016). But that’s just good teaching! The case for culturally relevant pedagogy. In E. Blair & Y. Medina (Eds.), The social foundations reader: Critical essays on teaching, learning and leading in the 21st century (pp. 285–292). Peter Lang.
   Google Scholar
• Larson, J., & Marsh, J. (2015). Making literacy real: Theories and practices for learning and Teaching (2nd ed.). SAGE Publications Inc.
   Google Scholar
• Lau vs. Nichols, 414 U.S. 563 (1974).
   Google Scholar
• National Defense Education Act of 1958, Pub. L. No. 85–864, 72 Stat. (1958). https://www.govinfo.gov/content/pkg/STATUTE-72/pdf/STATUTE-72-Pg1580.pdf
   Google Scholar
• The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
   Web of Science ®Google Scholar
• Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education. Pearson.
   Google Scholar
• No Child Left Behind Act of 2001, 20 U.S.C. § 6319 (2008).
   Google Scholar
• Orellana, M. F. (2016). Immigrant children in transcultural spaces: Language, learning, and love. Routledge/ Taylor Francis.
   Google Scholar
• Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
   Web of Science ®Google Scholar
• Paris, D., & Alim, S. H. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
   Web of Science ®Google Scholar
• Purcell-Gates, V., Melzi, G., Najafi, B., & Orellana, M. (2011). Building literacy instruction from children’s sociocultural worlds. Child Development Perspectives, 5(1), 22–27. https://doi.org/10.1111/j.1750-8606.2010.00144.x
   Web of Science ®Google Scholar
• Rogers, R., & Mosley, M. (2006). Racial literacy in a second-grade classroom: Critical race theory whiteness studies, and literacy research. Reading Research Quarterly, 41(4), 462–495. https://doi.org/10.1598/RRQ.41.4.3
   Web of Science ®Google Scholar
• Rowe, L. (2018). Say it in your language: Supporting translanguaging in multilingual classes. Reading Teacher, 72(1), 31–38. https://doi.org/10.1002/trtr.1673
   Web of Science ®Google Scholar
• Rubinstein-Ávila, E. (2007). From the Dominican Republic to drew high: What counts as literacy for Yanira Lara? Reading Research Quarterly, 42(4), 568–589. https://doi.org/10.1598/RRQ.42.4.6
   Web of Science ®Google Scholar
• Solorzano, D. G., & Bernal, D. (2001). Examining transformational resistance through a critical race and Latcrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308–342. https://doi.org/10.1177/0042085901363002
   Web of Science ®Google Scholar
• Teaching Tolerance: A Project of the Southern Poverty Law Center. (2016). Social justice standards: The teaching tolerance anti-bias framework. https://www.learningforjustice.org/magazine/publications/social-justice-standards
   Google Scholar
• Valdés, G. (2015). Latin@ s and the intergenerational continuity of Spanish: The challenges of curricularizing language. International Multilingual Research Journal, 9(4), 253–273. https://doi.org/10.1080/19313152.2015.1086625
   Web of Science ®Google Scholar
• Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039
   Web of Science ®Google Scholar