Gateway Moments to Literate Identities. (December 2021)

• Record Type: Journal Article
• Authors: Enright, Kerry A.; Wong, Joanna W.; Sanchez, Sergio L.
• Is Part Of: Journal of literacy research. Volume 53:Number 4(2021)
• Page Start: 437
• Page End: 467
• Publication Date: 2021-12
• Subjects: adolescent literacy -- discourse/discourse analysis -- culturally and linguistically diverse students -- English education -- identity; Reading -- Periodicals; Literacy -- Periodicals; 302.2244
• DOI: 10.1177/1086296X211052260
• Languages: English
• ISSNs: 1086-296X

Abstract

Drawing from theories of identity, language, and race, we conceptualize gateway moments to literate identities in high school English language arts classrooms enrolling language-minoritized youth. Gateways were interactions that afforded particular kinds of literate identities for youth. Deficit literate identities often invoked racialized language and literacy ideologies; authoritative literate identities engaged youths' full cultural and linguistic repertoires to create and critique knowledge. Occasionally, youth enacted authoritative classroom literate identities alongside or in response to dominant deficit frames of their literate abilities during planned and spontaneous classroom interaction. We note in each type of gateway opportunities for teachers to open space for youths' authoritative knowledge-producing literate identities. We aim to illustrate how a single instructional choice or classroom interaction ranges in effect from maintaining and reinforcing oppressive legacies and deficit literate identities to centering youth and their language and literacy repertoires in learning experiences for more socially just interactions and learning.