Whose Structure of Whose Literacy? What Selena Teaches Us About Equity and Literacy Amidst the Science of Reading Movement
Bibliographic Data
| ID | 22426109 |
|---|---|
| Authors | Jason Stacy (0000-0001-7911-8017, University of New Mexico, corresponding author), Gloriane Ortega (University of New Mexico) |
| Year | 2026 |
| Pages | 1-11 |
| Publication date | 2026-07-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Latinos and Education (JOURNAL) |
| Journal identifiers | ISSN: 1532-771X • E-ISSN: 1534-8431 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15348431.2026.2695686 |
| OpenAlex | W7168241131 |
| Language | EN |
| References cited | 8 |
This essay explores how dominant ideologies undergirding recent movements to limit literacy instruction ignore the unique structures of, and cultural knowledge embedded in, multilingual children’s sociocultural literacies. We detail a professional development session that draws upon the music icon Selena to explore how translanguaging happens within early reading processes and present instructional practices for infusing translanguaging into phonics instruction. Embracing a translanguaging and sociocultural literacies framework in foundational phonics instructions opens up possibilities for unique culturally and linguistically sustaining praxis while strengthening biliteracy and metalinguistic skills. Such pedagogies serve as resistance to dominant, monolingual forces in contemporary reading initiatives.
Critical literacy · Ideology · Literacy · Phonics · Praxis · Sociocultural evolution · Translanguaging · Literacy, Media, and Education · Multilingual Education and Policy · Reading and Literacy Development
| Citation velocity | historical |
|---|---|
| Highly cited | No |