How Latinx Spanish Teachers Leverage Language and Literacy Practices to Counter Oppressive Rural Realities

• In Event: Embracing Diverse Ruralities

Abstract

This study explored the experiences of five Latinx Spanish teachers who worked in rural schools in the New Latino South. Using data from 25 semi-structured interviews and publicly available school/community demographic information, this qualitative multiple-case study sought to answer the following questions: 1) In what ways do Latinx Spanish teachers promote L1/L2 reading and writing practices within the classroom and the school as a whole? 2) How do Latinx Spanish teachers leverage print-based texts to promote cultural diversity? Findings showed teachers focused their efforts on the development of transferable reading and writing skills, supporting school-wide literacy initiatives, and using both authentic and teacher-made texts to introduce their students to different cultures and ways of being.

Authors

• Stephanie M. Madison, Clemson University

• Cornelia V Okraski, University of North Carolina - Charlotte