ABSTRACT TESOL educators have access to diverse didactic resources, including popular music and songwriting, which can be especially effective tools for writing instruction. This conceptual article explores the use of sones—the song verses of son jarocho, a folkloric regional music genre from southeastern Mexico—as a medium for poetic (re)writing, reflection, and social critique in the TESOL classroom. The improvisational tradition of son jarocho allows language‐minoritized students to creatively reinterpret the genre by emphasizing individual experience and dynamic expression. We focus on the Chicane/x band, Las Cafeteras, and their (re)interpretation of the centuries‐old son (son jarocho song), “Señor Presidente/Mr. President” as a catalyst for son jarocho‐based writing practices. We highlight this Mexican musical tradition as a resource for teachers to foster creativity and criticality in TESOL classrooms. Co‐authored with Las Cafeteras lead singer‐songwriter, Denise Carlos, this article theorizes son jarocho as a powerful tool for cultivating creativity and critical literacy while envisioning more equitable futures for immigrants and racialized multilingual communities.
Ríos et al. (Fri,) studied this question.
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