Latina/o Youth: Language and Literacy Possibilities Amid Monoglossia

• In Event: Sheraton Roundtable Session 27
  In Roundtable Session: Translanguaging and Languaging: Relationships and Practices

Abstract

We asked: “What are Latino/a children’s language-education experiences, beliefs, and moves regarding Spanish, English and translanguaging?” This qualitative study occurred at a non-profit after-school children’s tutorial agency (pseudonym Hope). Hope functions in a Texas colonia, an unincorporated settlement lacking basic services, near the U.S.-Mexico border, with the lowest-income for its size; 99% of its residents are native Spanish-speaking Latinos/as. In a 11-year collaboration with Hope, Author 1 taught her undergraduate literacy course to 15 teacher candidates (TCs) at Hope. TCs tutored 19 children in translanguaging pedagogical practices using iPads. Seven mothers of the children participated, also. Findings include children rejecting Spanish and purposeful written translanguaging, embracing Spanish and purposeful written translanguaging, and their language moves during writing and speaking.

Authors

• Kathy M. Bussert-Webb, UTRGV

• Karin Ann Lewis, University of Texas Rio Grande Valley