Acceso usuarios
Lorena García Barroso, Víctor M. Torres-Vélez
By engaging the literature of transnationalism and Latinx studies with that of multiliteracies, this article contends that the cultural and linguistic complexities experienced by Spanishspeaking populations in global cities can be better addressed by a multiliteracies framework. We argue that using multiliteracies to teach adult learners can challenge negative linguistic and cultural stereotypes in the classroom. We conducted a qualitative study with at-risk adult learners. Using a TV show, we developed a series of pedagogical interventions and exercises to encourage cultural and linguistic pride to mitigate pervasive negative stereotypes around Latinx in the US. We contend that the development of language policies needs to engage the linguistic and cultural complexities experienced by Spanish-speaking people within the diasporic communities of global cities. The study was conducted at Hostos Community College in the Bronx, NY. The study shows that our pedagogical interventions mitigate negative linguistic and cultural stereotypes.
