Toward Border-Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)Writing the World

Autor/in	Nuñez, Idalia
Titel	Toward Border-Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)Writing the World
Quelle	In: Reading Research Quarterly, 58 (2023) 4, S.475-494 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nuñez, Idalia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.512
Schlagwörter	Bilingualism; Hispanic Americans; Mother Attitudes; Migrants; Learning Processes; Hispanic American Students; Literacy Education; Second Language Learning; English (Second Language); Spanish; Biculturalism; Family Relationship; Cultural Awareness; Teaching Methods; Bilingual Education + Suchen Sie Ihr Suchwort? Bilingualismus; Hispanic; Hispanoamerikaner; Mutterliebe; Migrantin; Learning process; Lernprozess; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Bikulturalität; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht
Abstract	This article focuses on the experiences of transnational Latinx youth and families through historias shared by the mothers. Transnational communities such as those from Latinx immigrant backgrounds have acquired critical perspectives because of their experiences in and across borders that have become central to their understanding of how to navigate learning in the U.S. context. As such, learning about border-crossing knowledge and literacies from transnational students, families, and communities has become increasingly relevant and a timely pressing topic in today's U.S. language and literacy education and beyond. This study employed a pláticas methodology to capture how transnational Latinx mothers storied their bilingual children's biliteracies. This study draws on transnational literacies and transcultural knowledge to conceptualize border-crossing biliteracies, a lens for understanding how transnational children read and write the world. Drawing on this lens, the findings reveal how transnational Latinx families disrupt and expand the meaning of family, language, literacy, and cultural teaching and learning for transnational Latinx youth. Rooted in their experiences, this article discusses and unpacks the meaning of border-crossing biliteracies pedagogy and offers implications for bilingual educators, curriculum developers, and researchers. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01