Emerging Critical Meta-Awareness Among Black and Latina/o Youth During Corrective Feedback Practices in Urban English Language Arts Classrooms

《Emerging Critical Meta-Awareness Among Black and Latina/o Youth During Corrective Feedback Practices in Urban English Language Arts Classrooms》

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关键字: youth; critical meta-awareness; classroom discourse; corrective feedback; language ideologies; EDUCATION; IDEOLOGIES; TEACHERS

作者单位: [Martinez, Danny C.] Univ Calif Davis, Sch Educ, Language Literacy & Culture, Davis, CA 95616 USA. Martinez, DC (reprint author), Univ Calif Davis, Sch Educ, One Shields Ave, Davis, CA 95616 USA. E-Mail: dcmar@ucdavis.edu

摘要: This article addresses teachers' uptake of Black and Latina/o youth linguistic repertoires within the official space of an English Language Arts (ELA) classroom and how youth respond to corrective feedback that is focused on the form of their messages, rather than their function. Corrective feedback offered by one Latina teacher indexed larger standard language ideologies that circulate within urban Black and Latina/o schools. I argue that youth's responses to corrective feedback point to their emerging critical meta-awareness, given their alignment against narrow conceptions of what counts as language for schooling and learning.