Dual‐Language Books as a Red Herring: Exposing Language Use and Ideologies

Steve Daniel Przymus; Endia J. Lindo

doi:10.1002/trtr.2063

journal article Sep 22, 2021

Dual‐Language Books as a Red Herring: Exposing Language Use and Ideologies

Steve Daniel Przymus

Endia J. Lindo

The Reading Teacher Vol. 75 No. 3 pp. 317-327 · Wiley

View at Publisher Save 10.1002/trtr.2063

Abstract

AbstractDual‐language books (DLBs) are often seen as positive resources for biliteracy development, but most contain implicit messages about the status of the languages used. Through a large content analysis of 100 dual‐language children’s books (DLCBs), across 10 publishing companies, the authors developed a linguistic typology of DLBs in order to expose messages of linguistic hierarchy. In this article, educators are provided a lens for understanding the hegemony of English in DLBs, provided with exemplars of community‐based biliteracy development via holistic language use and translanguaging in DLCBs, and invited into a discussion on the vulnerability and compassion that would be required for creating more equity and effectiveness in biliteracy development.

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References

Details

Published: Sep 22, 2021
Vol/Issue: 75(3)
Pages: 317-327
License: View

Authors

Cite This Article

Steve Daniel Przymus, Endia J. Lindo (2021). Dual‐Language Books as a Red Herring: Exposing Language Use and Ideologies. The Reading Teacher, 75(3), 317-327. https://doi.org/10.1002/trtr.2063

Dual‐Language Books as a Red Herring: Exposing Language Use and Ideologies

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