Where Joy, Justice, and Black Language Meet: (Re)Claiming Foundational Literacy Instruction as a Site for Transformative Possibilities

Abstract

Phonemic awareness is a critical component of foundational literacy instruction, yet its implementation often reflects white monolingual norms and reinforces anti‐Blackness. Illustrated through a classroom vignette, this article highlights how phonemic awareness tasks can misidentify Black Language as error. Grounded in linguistic justice and pro‐Blackness, I present a reflective framework to support teachers in (re)examining task design, student responses, and instructional decisions. Through this lens, educators can affirm Black students' linguistic practices, metalinguistic awareness, and design phonemic awareness instruction that sustains their linguistic genius. By (re)claiming foundational literacy as a site for transformative possibilities, educators can foster equitable literacy learning environments that cultivate linguistic security and intellectual confidence.