Document Type

Article

Publication Date

2023

Journal Title

Children's Literature in Education

Volume Number

54

First Page

413

Last Page

429

DOI

https://doi.org/10.1007/s10583-023-09547-7

Version

Publisher PDF: the final published version of the article, with professional formatting and typesetting

Keywords

Baby books, Race, Language, Bilingualism, Linguistic representation

Abstract

A growing number of babies in the United States are being raised in bilingual homes, without an easily identifiable first or native language, but rather two or more languages being acquired and spoken simultaneously. It is imperative that the richness and diversity of race and language be centered and valued at the onset of the nation’s youngest population. Additionally, research demonstrates that the early years are critical to the maintenance of home language(s) as well as to the development of a racial consciousness that foregrounds the socialization of race and language that will continue to develop throughout childhood. With this knowledge, it is essential that, even at these youngest ages, and early stages of literacy development, there are books that attend to bilingual babies and early learners’ linguistic and racial identities. As bi/multilingual researchers, former early elementary teachers, and women of color, we know that representation matters, and at this stage, as foundations of identity and literacy are taking root, it is imperative that children’s literature be present and representative of the intersection of race/ethnicity, age and language. This article utilizes a critical multimodal framework to explore the representations of bilingualism for Brown and Black babies in American books designed for 0–3 year olds and the families that raise them. A critical multimodal framework allows for a rich analysis of the multiple modes in the children's literature through the lens of Critical Race Theory and Critical Language and Race Theory. Intentional criteria were utilized in the collection of the baby books which included age, type of book, author, publication year and location. In addition to the aforementioned criteria, the books also had to be bilingual or demonstrate the intentional use of two languages including Spanish and any variety of English. As we disrupt white monolingual norms and create more bi/multilingual representation for Brown and Black babies, this article serves as a conversation that centers the “linguistic genius” of bilingual babies of color and offers ways of viewing and reading about them and to them.

Original Publication Citation

Barton, R.C., González, V. Los Babies are Bilingüe: Intersections of Race, Ethnicity, Language, and Age in Baby Books. Child Lit Educ 54, 413–429 (2023). https://doi.org/10.1007/s10583-023-09547-7

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