Dual-Language Books as a Red Herring: Exposing Language Use and Ideologies

被引：3
|
作者：
Przymus, Steve Daniel [1 ]
Lindo, Endia J. [2 ]
机构：
[1] Texas Christian Univ, Educ Linguist, Ft Worth, TX 76129 USA
[2] Texas Christian Univ, Special Educ, Ft Worth, TX 76129 USA
来源：
READING TEACHER | 2021年 / 75卷 / 03期
关键词：
Content analyses; Children's literature; Community-based programs; resources; Critical analysis; Critical literacy; Linguistics; Family literacy; Home language; Language learners; Literature; Multilingualism; Multicultural literature; Theoretical perspectives; 1-Early childhood; 2-Childhood; 3-Early adolescence; 4-Adolescence;
D O I：
10.1002/trtr.2063
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Dual-language books (DLBs) are often seen as positive resources for biliteracy development, but most contain implicit messages about the status of the languages used. Through a large content analysis of 100 dual-language children's books (DLCBs), across 10 publishing companies, the authors developed a linguistic typology of DLBs in order to expose messages of linguistic hierarchy. In this article, educators are provided a lens for understanding the hegemony of English in DLBs, provided with exemplars of community-based biliteracy development via holistic language use and translanguaging in DLCBs, and invited into a discussion on the vulnerability and compassion that would be required for creating more equity and effectiveness in biliteracy development.
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页码：317 / 327
页数：11
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