ABSTRACT Historically, the teaching of literacy in American classrooms has been “restricted to formalized, monolingual, monocultural and ruled-governed forms of language” (The New London Group, 1996, p. 60–61) which disproportionately negatively affects bilingual children of color. In this case study we aimed to understand how bilingual second graders collaborated 1:1 with pre-service teachers to enact social change through critical literacy tutorials using a LatCrit framework. Findings show how bilingual students took up social action through critical literacy tutorials and the stories they authored about themselves, their learning and their families.

中文翻译：

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他们的话语，他们的世界：双语空间中的批判性素养

摘要 从历史上看，美国课堂的识字教学一直“仅限于正规化、单一语言、单一文化和受统治的语言形式”（新伦敦集团，1996 年，第 60-61 页），这对双语有色人种儿童产生了不成比例的负面影响. 在这个案例研究中，我们旨在了解双语二年级学生如何与职前教师一对一合作，通过使用 LatCrit 框架的批判性识字教程来实现社会变革。调查结果显示了双语学生如何通过批判性识字教程以及他们撰写的关于自己、学习和家庭的故事采取社会行动。