From Linguistic Suppression to Expression: Juvenile Learners’ Journey to Literacy and School Well-Being

• In Event: Learning, Language, and Liberation in Multilingual Classrooms

Abstract

This position paper synthesize ways of operationalizing literacy educators' support of the successful transition of expelled and the juvenile justice system youth to the mainstream classroom. Persistent unconscious biases in literacy and language practices are pervasive and disadvantage these vulnerable learners. When administrative staff and teachers actively engage with students and implement school-wide behavioral support, the likelihood of students entering the justice system can be significantly reduced (Cole & Cohen, 2013).

Authors

• Sarah C Staples-Farmer, University of Nebraska-Lincoln/Lincoln Public Schools

• Loukia K Sarroub, University of Nebraska-Lincoln

• DOUNIA MANSOURI, UNIVERSITY OF NEBRASKA -LINCOLN

• MaryGrace Zeleny, University of Nebraska-Lincoln