In this article, the authors argue that teachers and researchers must expand current verbo- and logo-centric definitions of critical literacy to recognize how texts and responses are embodied. Ethnographic data illustrate the ways that youth perform critical literacy in ways that educators might not always be prepared to see, hear, or acknowledge.…

This article shows how various dialogic discourse strategies were used in read-alouds of English science information books in a 2nd-grade bilingual classroom. Using a variety of discursive strategies, Ibett encouraged her Spanish-speaking students to provide explanations and reasoning related to science ideas. Similarly, she used intertextual…