Skip to content
2018
Volume 57, Issue 3
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348

Abstract

Set in one of the least privileged neighborhoods of the US Southeast, this research project took a discourse analysis approach to construct a day-in-the-life case study. It illustrates how, during an after school storybook cooking class, a 7-year-old, multilingual, Mexican American girl navigated local linguistic microaggressions and extended microaffirmations to her peers. At the same time, she contested and critiqued societal power imbalances associated with whiteness. This study widens the corpus of scholarship that has primarily examined children’s sociodramatic play and literacy development in preschool settings. It also broadens the body of research that has predominantly focused on students’ linguistic dexterity and metalinguistic awareness in middle and high school contexts.

Loading

Article metrics loading...

/content/journals/10.58680/rte202332354
2023-02-01
2025-01-25
Loading full text...

Full text loading...

References

  1. Adair J., Fabienne D. (2014) The impact of race and culture on play in early childhood classrooms. In Brooker L., Blaise M., Edwards S. (Eds.), The SAGE handbook of play and learning in early childhood (pp. 354–365). SAGE.
    [Google Scholar]
  2. Alim H. S. (2004) You know my steez: An ethnographic and sociolinguistic study of a Black American speech community. Duke University Press.
    [Google Scholar]
  3. Alim H. S. (2006) Roc the mic right: The language of hip hop culture. Routledge.
    [Google Scholar]
  4. Alim H. S., Rickford R., Ball A. (2016) Raciolinguistics: How language shapes our ideas about race. Oxford University Press.
    [Google Scholar]
  5. Argueta J. (2009) Sopa de frijoles / Bean soup. Groundwood.
    [Google Scholar]
  6. Baker-Bell A. (2020) Dismantling anti-Black linguistic racism in English language arts classrooms: Toward an anti-racist Black language pedagogy. Theory Into Practice, 59(1), 8–21.
    [Google Scholar]
  7. Bakhtin M. M. (1981) The dialogic imagination: Four essays (Emerson C. & Holquist M., Trans.). University of Texas Press.
    [Google Scholar]
  8. Baugh J. (2007) Linguistic contributions to the advancement of racial justice within and beyond the African diaspora: Linguistic contributions to the advancement of racial justice. Language and Linguistics Compass, 1(4), 331–349. https://doi.org/10.1111/j.1749‑818X.2007.00020.x
    [Google Scholar]
  9. Bengochea A., Gort M. (2020) Translanguaging for varying discourse functions in sociodramatic play: An exploratory multiple case study of young emergent bilinguals. International Journal of Bilingual Education and Bilingualism, 25(5), 1697–1712. https://doi.org/10.1080/13670050.2020.1799319
    [Google Scholar]
  10. Bengochea A., Sembiante S. F., Gort M. (2020) Exploring the object-sourced transmodal practices of an emergent bilingual child in sociodramatic play. Journal of Early Childhood Literacy, 18(4), 371–386.
    [Google Scholar]
  11. Bialystok E., Peets K., Moreno S. (2014) Producing bilinguals through immersion education: Development of metalinguistic awareness. Applied Psycholinguistics, 35(1), 177–191.
    [Google Scholar]
  12. Cameron C. A., Hunt A. K. (2018) “A day in the life”: A visual, multimodal approach to research. SAGE Research Methods: Cases. https://dx.doi.org/10.4135/9781526449863
    [Google Scholar]
  13. Carris L. M. (2011) La voz gringa: Latino stylization of linguistic (in)authenticity as social critique. Discourse & Society, 22(4), 474–490.
    [Google Scholar]
  14. Charity Hudley A., Mallison C. (2014) We do language: English language variation in the secondary English classroom. Teachers College Press.
    [Google Scholar]
  15. Conley T. D. (2013) Beautiful, self-absorbed, and shallow: People of color perceive white women as an ethnically marked category. Journal of Applied Social Psychology, 43(1), 45–56.
    [Google Scholar]
  16. Daniels J. (2018) There’s no way this isn’t racist: White women teachers and the raciolinguistic ideologies of teaching codeswitching. Journal of Linguistic Anthropology, 28(2), 156–174.
    [Google Scholar]
  17. Dávila D., Noguerón S., Vasquez-Dominguez M. (2017) The Latinx family: Learning y la literatura at the library. The Bilingual Review, 33(5), 33–49.
    [Google Scholar]
  18. Diez B. (2019, December 3). “English Only”: The movement to limit Spanish speaking in US. BBC News. https://www.bbc.com/news/world-us-canada-50550742
    [Google Scholar]
  19. Dyson A. H. (2003) Popular literacies and the “all” children: Rethinking literacy development for contemporary childhoods. Language Arts, 81(2), 100–109.
    [Google Scholar]
  20. Flores N. (2016, August 21). When is it appropriate for a white person to use Spanish with Latinxs? The Educational Linguist. https://educationallinguist.wordpress.com/2016/08/21/when-is-it-appropriate-for-a-white-person-to-use-spanish-with-latinxs/
    [Google Scholar]
  21. Flores N., Rosa J. (2015) Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Education Review, 85(2), 149–171.
    [Google Scholar]
  22. García O. (2020) Translanguaging and Latinx bilingual readers. The Reading Teacher, 73(5), 557–562.
    [Google Scholar]
  23. García O., Kleifgen J. A. (2019) Translanguaging and literacies. Reading Research Quarterly, 55(4), 553–571.
    [Google Scholar]
  24. Gates H. L. Jr. (1995) Colored people: A memoir. Vintage Books.
    [Google Scholar]
  25. Hamann E., Wortham S., Murillo E. (2015) Revisiting education in the new Latino diaspora. Ablex Publishing.
    [Google Scholar]
  26. Hill J. H. (2008) The everyday language of white racism. Wiley-Blackwell.
    [Google Scholar]
  27. Hopewell S., Abril-Gonzalez P. (2019) ¿Por qué estamos code-switching? Understanding language use in a second-grade classroom. Bilingual Research Journal, 42(1), 105–120.
    [Google Scholar]
  28. Jones S., Thiel J., Dávila D., Pittard E., Brown T., Snow M., Woglom J., Zhou X. (2016) Childhood geographies and spatial justice: Making sense of place and space-making as political acts in education. American Education Research Journal, 53(4), 1126–1158.
    [Google Scholar]
  29. Long S., Volk D., Gregory E. (2007) Intentionality and expertise: Learning from observations of children at play in multilingual, multicultural contexts. Anthropology & Education Quarterly, 38(3), 239–259.
    [Google Scholar]
  30. Macer M., King C. D., Williams A., Roth K., Ferrera A., Weinberg T., Lemus M., Chávez L. Y. Executive Producers (2020–2021) Gentefied [TV series]. Take Fountain Productions; Anchor Baby Productions; MACRO; Sector 7 Productions; Yellow Brick Road.
    [Google Scholar]
  31. Martinez D. (2017) Imagining a language of solidarity for Black and Latinx youth in English language arts classrooms. English Education, 49(2), 179–196.
    [Google Scholar]
  32. Mitchell-Kernan C. (1972) Signifying and marking: Two Afro-American speech acts. In Gumperz J. J. & Hymes D. H. (Eds.), Directions in sociolinguistics: The ethnography of communication (pp. 1–25). Holt, Rinehart and Winston.
    [Google Scholar]
  33. Morrison T. (1992) Playing in the dark: Whiteness and the literary imagination. Vintage Books.
    [Google Scholar]
  34. Muñoz J. (1999) Disidentifications: Queers of color and the performance of politics. University of Minnesota Press.
    [Google Scholar]
  35. Nieto S. (2002) Affirming diversity: The sociopolitical context of multicultural education (4th ed.). Allyn & Bacon.
    [Google Scholar]
  36. Park C. C. (2011) Young children making sense of racial and ethnic differences: A sociocultural approach. American Educational Research Journal, 48(2), 387–420.
    [Google Scholar]
  37. Pérez-Huber L. (2018) Racial microaffirmations as a response to microaggressions. Center for Critical Race Studies at UCLA: Research Briefs, 15. https://issuu.com/almaiflores/docs/lph_racial_microaffirmations?e=25160478/62356341
    [Google Scholar]
  38. Perone A., Göncü A. (2014) Life-span pretend play in two communities. Mind, Culture, and Activity, 21(3), 200–220.
    [Google Scholar]
  39. Peterson S., Jang S. Y., Tjandra C. (2020) Young children as playwrights and their participation in classroom peer culture of sociodramatic play. Journal of Early Childhood Research, 18(3), 227–242.
    [Google Scholar]
  40. Riley B. Director (2018) Sorry to bother you. Significant Productions; MNM Creative; MACRO.
    [Google Scholar]
  41. Ritchart A. (2014, March 12). Uptalk in Southern California. Huffington Post. https://www.huffpost.com/entry/uptalk-in-southern-california_b_4573004
    [Google Scholar]
  42. Rosa J. (2016) From mock Spanish to inverted Spanglish: Language ideologies and the racialization of Mexican and Puerto Rican youth in the United States. In Alim S., Rickford J., Ball A. (Eds.), Raciolinguistics: How language shapes our ideas about race (pp. 65–80). Oxford University Press.
    [Google Scholar]
  43. Rosa J. (2016) Standardisation, racialisation, languagelessness: Raciolinguistic ideologies across communicative contexts. Journal of Linguistic Anthropology, 26(2), 162–183.
    [Google Scholar]
  44. Rosa J., Flores N. (2017) Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621–647.
    [Google Scholar]
  45. Santa Ana O. (2002) Brown tide rising. University of Texas Press.
    [Google Scholar]
  46. Smilansky S. (1968) The effects of socio-dramatic play on disadvantaged preschool children. John Wiley & Sons.
    [Google Scholar]
  47. Tyler J. C. (2015) Expanding and mapping the indexical field: Rising pitch, the uptalk stereotype, and perceptual variation. Journal of English Linguistics, 43(4), 284–310.
    [Google Scholar]
  48. US Department of Agriculture (2020) Food access research atlas. https://www.ers.usda.gov/data-products/food-access-research-atlas/
    [Google Scholar]
  49. Vygotsky L. (1978) Mind in society: The development of higher psychological processes. Harvard University Press.
    [Google Scholar]
  50. Wainer A. (2004) The new Latino South and the challenge to public education: Strategies for educators and policymakers in emerging immigrant communities. Tomás Rivera Policy Institute.
    [Google Scholar]
  51. Wohlwend K. (2008) Play as a literacy of possibilities: Expanding meanings in practices, materials, and spaces. Language Arts, 86(2), 127–136.
    [Google Scholar]
  52. Wohlwend K. E. (2017) Who gets to play? Access, popular media and participatory literacies. Early Years, 37(1), 62–76.
    [Google Scholar]
  53. Yin R. (2014) Case study research: Design and methods (5th ed.). Sage.
    [Google Scholar]
  54. Zentella A. C. (2003) “José, can you see?” Latin@responses to racist discourse. In Sommer D. (Ed.), Bilingual games: Some literary investigations (pp. 51–66). Palgrave Press.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.58680/rte202332354
Loading
/content/journals/10.58680/rte202332354
Loading

Data & Media loading...

  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error