Teachers' perceptions of disciplinary literacy: A critical discourse analysis

Abstract This study explored eight middle school teachers' language about literacy implementation in their disciplinary classrooms. Interview data and supplemental artifact data were gathered from two previous studies focused on disciplinary literacy in middle school settings. This critical discourse analysis examined how teachers' language elucidated their perspectives toward literacy and for whom literacy instruction is intended. Findings suggest that teachers considered literacy instruction as remediation, as access to content, and as an opportunity for student agency. Teachers' language around literacy as remediation and as access demonstrated potential dysconscious racism and ableism. This may reify systems of power which position White, able‐bodied/minded students' literacies as a more desirable foundation for disciplinary learning.