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Pedagogical analysis reveals how performance literature sparks critical thinking and multilingual writing in emergent bilingual students, highlighting culturally sustaining literacy practices.
In this piece, the author discusses how The Panza Monologues was used in a high school Chican@/Latin@ Literature class to spark critical thinking and multilingual monologue writing around emergent bilingual students’ lived experiences.
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Cati V. de los Ríos (2016) studied this question.
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