Writing from La Panza!: Exploring Monologue Literacies with Emergent Bilinguals

Key Points

• To examine how integrating The Panza Monologues into a high school literature curriculum fosters critical literacy and multilingual expression among emergent bilingual students.
• Implemented a curricular unit centered on The Panza Monologues within a high school Chican@/Latin@ Literature classroom.
• Facilitated critical discussions and multilingual monologue writing activities based on students' personal and lived experiences.
• The curriculum successfully encouraged students to engage in critical reflection and analyze their social realities.
• Students created original multilingual monologues that drew directly from their cultural and linguistic backgrounds.