Lost in Translation: Applying Critical Bilingual Literacies to Foundational Literacy Standards
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| Publicado en: | ProQuest Dissertations and Theses (2025) |
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ProQuest Dissertations & Theses
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| Resumen: | This dissertation explores the K-2 foundational standards within the Next Generation Learning Standards (NGLS) for English Language Arts (ELA) through the lens of critical bilingual literacies. It examines how these standards influence bilingual education and (bi)literacy development, particularly their role in shaping approaches to language instruction and their reinforcement or disruption of racialized ideologies of language and literacy. The study specifically addresses how the K-2 phonics and word study NGLS, at the foundational levels, impact the (im)possibilities of bilingual literacy instruction for students in Spanish/English bilingual education dual language programs. The methodology involves a two-phase analytic process. In the first cycle, a content analysis of the K-2 phonics and word study standards uncovered patterns and how foundational skills are defined and framed (Columbia University Mailman School of Public Health, n.d.; Weber, 1990). In the second cycle, the analysis is deepened through the application of la brega and rasquache orientations. These frameworks are woven together to explore how bilingual educators navigate struggle, resourcefulness, and resistance in the face of systemic constraints. This phase includes the integration of educator insights, drawn from informal conversational and long-term engagement, which inform and contextualize two embedded vignettes. Findings illustrate the tensions between standardization and the realities of bilingual education. While the NGLS offer certain affordances for structured literacy instruction, they center monolingual and monocultural assumptions, leaving limited space to employ an authentic trajectory of Spanish literacy instruction and the linguistic practices of bi/multilingual learners in bilingual education dual language programs. This study has implications for language policy, teacher preparation and professional development in the context of bilingual education. It calls for a critical reevaluation of how educational standards can better serve bilingual students in dual language programs and offers recommendations for aligning policy and practice with more equitable approaches to (bi)literacy instruction in bilingual education dual language programs while uplifting the invisible labor and pedagogical creativity of bilingual educators. |
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| ISBN: | 9798293833702 |
| Fuente: | ProQuest Dissertations & Theses Global |