Drawing from theories of identity, language, and race, we conceptualize gateway moments to literate identities in high school English language arts classrooms enrolling language-minoritized youth. Gateways were interactions that afforded particular kinds of literate identities for youth. Deficit literate identities often invoked racialized language and literacy ideologies; authoritative literate identities engaged youths’ full cultural and linguistic repertoires to create and critique knowledge. Occasionally, youth enacted authoritative classroom literate identities alongside or in response to dominant deficit frames of their literate abilities during planned and spontaneous classroom interaction. We note in each type of gateway opportunities for teachers to open space for youths’ authoritative knowledge-producing literate identities. We aim to illustrate how a single instructional choice or classroom interaction ranges in effect from maintaining and reinforcing oppressive legacies and deficit literate identities to centering youth and their language and literacy repertoires in learning experiences for more socially just interactions and learning.

根据身份、语言和种族的理论，我们将在招收语言少数化青年的高中英语语言艺术课堂中，将通向识字身份的门户时刻概念化。门户是为青年提供特定种类的识字身份的互动。缺乏识字身份往往会引发种族化的语言和识字意识形态；权威的文学身份使青年人的全部文化和语言能力得以创造和批判知识。有时，在有计划的和自发的课堂互动中，青年人在他们的识字能力的主要缺陷框架旁边或响应于他们制定了权威的课堂识字身份。我们在每种类型的门户中都注意到教师为年轻人的权威知识生产文化身份打开空间的机会。