Critical Constructions: A Snapshot of a Black Student’s Biliteracy Practices in a DLBE Program

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 3
  In Roundtable Session: Towards a Justice-Oriented Bilingual Education

Abstract

This paper explores the biliteracy journey of an African American boy in an elementary DLBE classroom. Although scholars have researched the biliteracy development and identity construction of bilingual children, limited research has explored the biliteracy trajectory of African Americans. This study draws upon raciolinguistics, translanguaging, and liberation literacies to facilitate an understanding of the contested, sociocultural, and racialized nature of DLBE spaces. Data were collected from an ethnographic case study in a DLBE program primarily serving Latine/x and African American children. Findings demonstrate how African American children are capable of employing their linguistic resources for linguistic liberation. This paper has research implications as it demonstrates how bilingual African American children and their teachers leverage their resources in DLBE classrooms.

Authors

• Brittany Frieson, University of Texas at Austin

• Vania Ledesma, University of Texas at Austin