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

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...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2017-06, Vol.52 (5), p.637-666
Main Author: Martinez, Danny C.
Format: Article
Language:English
Subjects:
Achievement tests
African American Students
Audio Equipment
Black Dialects
Classrooms
English language
Error Correction
Ethnicity
Ethnography
Feedback
Feedback (Response)
High School Students
Hispanic American Students
Hispanic Americans
Humanities
Ideology
Language acquisition
Language Arts
Language ideologies
Language Skills
Latin American cultural groups
Learning
Metacognition
Minority students
Observation
Racial Factors
Secondary School Teachers
Semi Structured Interviews
Standard Spoken Usage
Student Attitudes
Teachers
Urban areas
Whites
Youth
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Summary: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.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085915623345