This study examines the practical application of anticolonial academic language development strategies in an elementary classroom. Drawing from decolonial theory, the study analyzes pedagogical strategies in challenging the normalization of colonialism within language instruction. Using an autoethnographic case study, throughout the 2013–2014 academic year I collected data that consisted of observations, artifacts, and field notes from an elementary public school in South Los Angeles. Findings highlight the use of explicit academic vocabulary instruction to support students in developing the language to challenge classical/settler and internal colonialisms in reading and writing comprehension.

中文翻译：

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颠覆殖民话语：小学课堂的反殖民学术语言发展

本研究考察了反殖民学术语言发展策略在小学课堂中的实际应用。该研究借鉴了去殖民理论，分析了在语言教学中挑战殖民主义正常化的教学策略。使用自主民族志案例研究，在整个 2013-2014 学年，我收集了来自南洛杉矶一所小学的观察、人工制品和实地笔记的数据。调查结果强调使用明确的学术词汇教学来支持学生发展语言，以挑战古典/定居者和内部殖民主义在阅读和写作理解方面的能力。