Reading together

Perusall logoWe’ll use Perusall to annotate and read together. Link here to Perusall.

Instructions for joining on the Week 1: Getting Situated page.

Writing together

We will our work in a Currents Community to share and respond to ideas.

Instructions for joining on the Week 1: Getting Situated page.

Make Cycle 4

Make Cycle 4

photo of Gloria Anzaldua

Weeks 8 & 9: Oct 12-25 

Make 4: Literacies as Multilingual

“Neither eagle nor serpent, but both.”–Gloria E. Anzaldúa

Thank you once again for the work you’re doing for our course. Your literacy interviews were so interesting! I really appreciate the range of people that you were able to interview and how much you learned from talking with your friends, family, former teachers, and classmates. Your analysis and insights were smart and often touching as well:

“Literacy can quite literally have a bigger picture behind it; its own story, emotions tied into literacy when thinking about to how it all started.” –Holly

“After the interview, I learned more about my mother than I ever did my whole life.” –Iridian

“This reflects a concept discussed in Brandt’s article– how the opportunities for expanding one’s literacy skills through the workplace are both lucrative, beneficial and unstable. They help, but also change us, and it is sand for those unprepared who walk on it.” –Travis

Beautiful work y’all.

For this make cycle, we’ll pick up some of the ideas that came up in your interviews, specifically around multilingual literacies. I’m especially interested in us thinking through language ideologies through a literacy framework. Hoping this short video helps situate the work for this make cycle.

Tasks in a Nutshell (longer descriptions below)

  • By Friday, Oct 16: Discover: find an artifact that highlights literacy ideologies.
  • By Sunday, Oct 18: Read: Gloria Anzaldúa’s “How to Tame a Wild Tongue” (comment in Perusall), and watch April Baker-Bell’s Linguistic Justice book trailer and read Anthony Miranda’s “Toward What Aim?…”
  • By Friday, Oct 23: Write: summary of Anzaldúa and one other text plus explore language and literacy ideologies, using one of the prompts below.
  • By Sunday, Oct 25: Make: create an artifact that represents the ideas in this make cycle about literacy and multilingual ideologies. Suggestions below, but totally up to you.

By Friday, Oct 16:


For our discovery this make cycle, we’ll search for and share examples that highlight and celebrate language and literacy diversity.

  • Watch these videos before starting your own dive into the internet. Watching all four videos takes less than 15 minutes. ;-)
  • Find an example of someone challenging language ideologies (a policy document, a blog post or article, a video, a poem, a song, a tv episode or film clip) and share with us. Tell us why you chose this example: what does the artifact you’ve found highlight for us about literacy and ideologies about language?

By Sunday, Oct 18:


By Friday, Oct 23:


  • Summary/Reflect: Anzaldúa and one of the other texts (Miranda, NCTE policy, or Baker-Bell book trailer)
  • Memo: Choose from one of the following prompts (or let me know if you have another idea):
    • Does your family speak a language in addition to English at home? Does your family only speak in a language other than English at home? Do you speak a variety of languages? When do you decide to use different languages? Have you ever been cautious about when to speak in one language over another? Check out Marc’s essay, a freshman at Chico State, for a beautiful example.
    • What has been your experience with language in school? How about at Chico State? How about how you talk with friends versus your professors versus your work or family? How does your language and identity shift in these spaces?  
    • If you are a future teacher, reflect on Baker-Bell’s ideas and Miranda’s blog and the policy statement from NCTE: how can we support and celebrate language diversity? What do you look forward to as you work with multi languages and literacies? What concerns do you have about supporting students and celebrating language diversity?

By Sunday, Oct 25:


Great example of a make for this cycle from Marc, who wrote the essay linked above. Could be interesting for you to to see how he moves from the essay to a film representation of the ideas.


  • How might you weave your languages together into an artifact? A blog, a poem, a film, or something else that weaves languages through the text?
  • What kind of art might you create?
  • What statement or policy might you create? Check out the recent policy statement from NCTE: “This Ain’t Another Statement! This is a DEMAND for Black Linguistic Justice!” What would be on your list of demands about language or literacies more broadly? Or what might you include in a statement for your classroom that would help students? 
  • You might try out writing a children’s book the celebrates language diversity (check out this easy to use platform for creating your story: Storyjumper)
  • How about your own slam poetry? Use the videos from our discovery as inspiration. Be brave y’all! ;-)