‘Juntos Somos Fuertes’
Writing Participatory Corridos of Solidarity through a Critical Translingual Approach
Bibliographic Data
| ID | 22871787 |
|---|---|
| Authors | Cati V De Los Ríos (0000-0002-1306-667X, Graduate School of Education, University of California, BerkeleyUSA, corresponding author), Kate Seltzer (0000-0003-1441-3941, College of Education, Rowan UniversityUSA), Arturo Molina (0000-0002-6537-2468, Pomona Unified School District, USA) |
| Year | 2021 |
| Volume | 42 |
| Issue | 6 |
| Pages | 1070-1082 |
| Publication date | 2021-12-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0142-6001 • E-ISSN: 1477-450X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/applin/amab026 |
| OpenAlex | W3162732482 |
| Language | EN |
| Citations received | 9 |
| References cited | 21 |
Changing demography in the Southwest USA has shifted the racial compositions of many neighborhoods that were once predominantly African American to majority Latinx immigrant communities (Orfield and Frankenberg 2014). Today, it’s common for these two youth communities to learn side-by-side in urban and suburban classrooms where they are often positioned to share each other’s cultural practices (Martinez 2017). However, language and literacy research often positions these two minoritized communities as mutually exclusive (Paris 2010). Moreover, while researchers have urged the analysis of these two youth communities comparatively few studies document classroom units that cultivate spaces for ‘linguistic solidarity’ (Martinez 2017). Drawing from an ethnographic study of an 11th-grade ethnic studies class, the authors explore how Arturo (third author) took up a critical translingual approach in his classroom where students—both Latinx and African American—collaborated through the cowriting of corridos (Mexican ballads) about their lived experiences with in/justice. The findings demonstrate the ways that this unit invited students to write across racial, ethnic, and linguistic borders and fostered language and cultural sharing, political consciousness, and solidarity.
Ethnic group · Ethnography · Immigration · Literacy · Participatory action research · Pedagogy · Political science · Politics · Sociology · Solidarity · Anthropology · EFL/ESL Teaching and Learning · Gender Studies · Multilingual Education and Policy · Second Language Learning and Teaching
Indexing Deficiency
‘I found comfort in Spanglish
Motivational, Identity, and Self-Regulatory Experiences in the Context of Ethnic Studies Classes for Latinx High School Students
Rehearsing Solidarity
Uplifting Multiracial and Translingual Childhoods in the Envisioning of Anti-Racist Schooling
Reimaging Bilingual Education in California
From epistemic violence to collective resistance
Multilingual Learners and Possibilities for Agency
I Want Them to Feel Alegría”
Linguistic Justice
Translanguaging
Participatory Design Research and Educational Justice
Class is Out
Literacies of Refuge
Clarifying translanguaging and deconstructing named languages
Translanguaging in the classroom
The translanguaging classroom
"With His Pistol in His Hand"
Translanguaging, Coloniality, and English Classrooms
My English Is Its Own Rule”
The Second Language of the United States”
Developing a materialist anti-racist approach to language activism
Toward a Corridista Consciousness
Translanguaging and Literacies
Writing Ethnographic Fieldnotes, Second Edition
Translanguaging as a Practical Theory of Language
| Unique citing works | 9 |
|---|---|
| Citations per year | 1.8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |