Pub Date : 2023-12-07DOI: 10.1080/15235882.2023.2284926
Wenyang Sun
{"title":"An AsianCrit perspective on Chinese immigrant parents’ language ideologies","authors":"Wenyang Sun","doi":"10.1080/15235882.2023.2284926","DOIUrl":"https://doi.org/10.1080/15235882.2023.2284926","url":null,"abstract":"","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"43 21","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-28DOI: 10.1080/15235882.2023.2276107
Thi Minh Thu Bui
This study explores the language habitus and practices in one Vietnamese immigrant family in Melbourne. It contributes to research on family language policy in multicultural contexts. Using a Bourd...
{"title":"Children’s and adults’ language habitus and practices: Exploring harmonious bilingual experiences in an Australian immigration context","authors":"Thi Minh Thu Bui","doi":"10.1080/15235882.2023.2276107","DOIUrl":"https://doi.org/10.1080/15235882.2023.2276107","url":null,"abstract":"This study explores the language habitus and practices in one Vietnamese immigrant family in Melbourne. It contributes to research on family language policy in multicultural contexts. Using a Bourd...","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"4 2","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/15235882.2023.2279089
Chenlu Jin
{"title":"Multimodal literacies in young emergent bilinguals: Speaking back to print-centric practices, edited by Lin Hao and Sally Brown <b>Multimodal literacies in young emergent bilinguals: Speaking back to print-centric practices</b> , edited by Lin Hao and Sally Brown, Bristol, UK, Multilingual Matters, 2022, 344 pp., $59.95, ISBN: 9781800412347","authors":"Chenlu Jin","doi":"10.1080/15235882.2023.2279089","DOIUrl":"https://doi.org/10.1080/15235882.2023.2279089","url":null,"abstract":"","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":" 21","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135341300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/15235882.2023.2279093
Elizabeth M. Vera, Amy J. Heineke
ABSTRACTThis qualitative study examined the pandemic experiences of 29 teachers working with emergent bilingual learners (EBLs). The goal of the study was to identify demands, resources, and well-being consequences of the pandemic. Participants described learning new online teaching methods while integrating various pandemic-related initiatives, supporting students’ socio-emotional needs while making up for perceived academic losses, and maneuvering COVID-19 protocols and related staff shortages. To maneuver these demands, teachers relied on support from colleagues and administrators, as well as flexible policies, bilingual resources, and limit setting. In terms of consequences, participants reported exhaustion, self-care, closer bond to colleagues, and greater empathy for students. Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/15235882.2023.2279093.Additional informationFundingThis work was supported by the Spencer Foundation [SPENCER FDN 202100103].Notes on contributorsElizabeth M. VeraElizabeth M. Vera is a Professor of Counseling Psychology at Loyola University Chicago. Her research focuses on the well-being of culturally and linguistically diverse students. She has also published papers on social justice research and training in counseling and psychology.Amy J. HeinekeAmy J. Heineke is a Professor of Bilingual/Bicultural Education at Loyola University Chicago. Her research focuses on language policy and teacher preparation for students labeled as English learners. Her scholarship is informed by her prior work as a classroom teacher of English learners in Phoenix, Arizona.
摘要本质性研究考察了29名与新兴双语学习者(EBLs)一起工作的教师的流行病经历。该研究的目的是确定大流行的需求、资源和福祉后果。与会者描述了学习新的在线教学方法，同时整合各种与大流行相关的举措，在弥补学术损失的同时支持学生的社会情感需求，以及应对COVID-19协议和相关人员短缺。为了应对这些需求，教师依靠同事和管理人员的支持，以及灵活的政策、双语资源和限制设置。在结果方面，参与者报告说，他们感到疲惫、自我照顾、与同事的关系更密切、对学生的同情更大。披露声明作者未报告潜在的利益冲突。本文的补充资料可在https://doi.org/10.1080/15235882.2023.2279093.Additional info网站上获得。本研究得到了Spencer基金会[Spencer FDN 202100103]的支持。elizabeth M. Vera是芝加哥洛约拉大学的咨询心理学教授。她的研究重点是文化和语言多样性学生的福祉。她还发表了关于社会正义研究和咨询和心理学培训的论文。Amy J. Heineke是芝加哥洛约拉大学双语/双文化教育教授。她的研究重点是语言政策和教师为英语学习者做准备。她的奖学金来自于她之前在亚利桑那州凤凰城担任英语学习者课堂教师的工作。
{"title":"Understanding pandemic-related demands and resources for teachers of emergent bilingual learners: Teacher exhaustion and resilience","authors":"Elizabeth M. Vera, Amy J. Heineke","doi":"10.1080/15235882.2023.2279093","DOIUrl":"https://doi.org/10.1080/15235882.2023.2279093","url":null,"abstract":"ABSTRACTThis qualitative study examined the pandemic experiences of 29 teachers working with emergent bilingual learners (EBLs). The goal of the study was to identify demands, resources, and well-being consequences of the pandemic. Participants described learning new online teaching methods while integrating various pandemic-related initiatives, supporting students’ socio-emotional needs while making up for perceived academic losses, and maneuvering COVID-19 protocols and related staff shortages. To maneuver these demands, teachers relied on support from colleagues and administrators, as well as flexible policies, bilingual resources, and limit setting. In terms of consequences, participants reported exhaustion, self-care, closer bond to colleagues, and greater empathy for students. Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/15235882.2023.2279093.Additional informationFundingThis work was supported by the Spencer Foundation [SPENCER FDN 202100103].Notes on contributorsElizabeth M. VeraElizabeth M. Vera is a Professor of Counseling Psychology at Loyola University Chicago. Her research focuses on the well-being of culturally and linguistically diverse students. She has also published papers on social justice research and training in counseling and psychology.Amy J. HeinekeAmy J. Heineke is a Professor of Bilingual/Bicultural Education at Loyola University Chicago. Her research focuses on language policy and teacher preparation for students labeled as English learners. Her scholarship is informed by her prior work as a classroom teacher of English learners in Phoenix, Arizona.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"20 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTNumerous complexities undergird how parents support the bilingual development of their young learners, especially in a predominantly monolingual-centric society. In this article, we highlight belief practices which informed parents’ decision-making processes in supporting their children, who were enrolled in a diverse dual language immersion school in the Southeast U.S. Specifically, we focus on four ideological “investments” (Darvin & Norton, 2015) which shaped the social and cultural resources they leveraged and sought after for themselves and their children. These include: investing in an asset-based stance on bilingualism, investing in language as cultural practices, investing in the need to shape language development, and investing in the long run that bilingualism matters. These ideological investments, which influenced small and extensive actions, greatly impacted how parents participated in their children’s journey in becoming bilingual. We further discuss considerations for schools, which should take into account these types of parental experiences and insights so that schools and parents can work in tandem to champion success for their children. Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"“That’s my mission”: examining parents’ investments in their emergent bilingual learners’ development","authors":"Lenny Sánchez, Eurydice Bouchereau Bauer, Yang Wang, Wenyu Guo, Ling Hao, Kyungjin Hwang","doi":"10.1080/15235882.2023.2264810","DOIUrl":"https://doi.org/10.1080/15235882.2023.2264810","url":null,"abstract":"ABSTRACTNumerous complexities undergird how parents support the bilingual development of their young learners, especially in a predominantly monolingual-centric society. In this article, we highlight belief practices which informed parents’ decision-making processes in supporting their children, who were enrolled in a diverse dual language immersion school in the Southeast U.S. Specifically, we focus on four ideological “investments” (Darvin & Norton, 2015) which shaped the social and cultural resources they leveraged and sought after for themselves and their children. These include: investing in an asset-based stance on bilingualism, investing in language as cultural practices, investing in the need to shape language development, and investing in the long run that bilingualism matters. These ideological investments, which influenced small and extensive actions, greatly impacted how parents participated in their children’s journey in becoming bilingual. We further discuss considerations for schools, which should take into account these types of parental experiences and insights so that schools and parents can work in tandem to champion success for their children. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1080/15235882.2023.2258849
Mia A. Sosa-Provencio, Rebecca M. Sánchez
ABSTRACTThis articles presents a chronology of events of the Serna v. Portales Municipal Schools (1974) court case decided by the United States 10th Circuit Court of Appeals on its 50th anniversary. Serna protected and codified bilingual education for New Mexican children. Four lessons learned from those involved in the struggle for language rights are included. (1) Contextualize pedagogy within place and history; (2) Highlight the collaborative efforts of diverse groups toward change; (3) Design student-centered curriculum responding to community’s needs and strengths; (4) Connect to the larger purpose/soulfulness of our work. The lessons highlight the pedagogical relevance of the case. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. We interchange many of the historicized and geographically specific identity terms which Spanish-speaking New Mexicans utilize such as Hispanic, Nuevomexicana/o, Chicana/o, Latina/o, Mexican/Mexican American, Hispanic, etc.; the reader will also note that the lesser-known term Spanish surnamed also appears. This choice is consistent with the language in the lawsuit to name New Mexico’s Spanish-speaking population and is consistent with descriptors of native Spanish-speaking students in discussions of schooling during this historical period.2. The first census with a reporting category of Hispanic, defined as “People who identify with the terms ‘Hispanic’ or ‘Latino’ are those who classify themselves in one of the specific Hispanic or Latino categories listed on the decennial census questionnaire and various Census Bureau survey questionnaires – ‘Mexican, Mexican Am., Chicano’ or”Puerto Rican” or “Cuban” – as well as those who indicate that they are “another Hispanic, Latino, or Spanish origin.” This census has been discredited for underestimating the total number of Hispanics in the nation.3. In latter references, we name Daniel Sosa Jr., who later served on the New Mexico Supreme Court, as “Dan Sosa Jr.;” and while ‘Dan ‘was not his full name, we utilize it here in the interest of congruence with the oral history transcripts and how he was commonly known among colleagues and communities.
{"title":"Pedagogical and curricular lessons from bilingual education activism in New Mexico: Serna v. Portales (1974) 50 years later","authors":"Mia A. Sosa-Provencio, Rebecca M. Sánchez","doi":"10.1080/15235882.2023.2258849","DOIUrl":"https://doi.org/10.1080/15235882.2023.2258849","url":null,"abstract":"ABSTRACTThis articles presents a chronology of events of the Serna v. Portales Municipal Schools (1974) court case decided by the United States 10th Circuit Court of Appeals on its 50th anniversary. Serna protected and codified bilingual education for New Mexican children. Four lessons learned from those involved in the struggle for language rights are included. (1) Contextualize pedagogy within place and history; (2) Highlight the collaborative efforts of diverse groups toward change; (3) Design student-centered curriculum responding to community’s needs and strengths; (4) Connect to the larger purpose/soulfulness of our work. The lessons highlight the pedagogical relevance of the case. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. We interchange many of the historicized and geographically specific identity terms which Spanish-speaking New Mexicans utilize such as Hispanic, Nuevomexicana/o, Chicana/o, Latina/o, Mexican/Mexican American, Hispanic, etc.; the reader will also note that the lesser-known term Spanish surnamed also appears. This choice is consistent with the language in the lawsuit to name New Mexico’s Spanish-speaking population and is consistent with descriptors of native Spanish-speaking students in discussions of schooling during this historical period.2. The first census with a reporting category of Hispanic, defined as “People who identify with the terms ‘Hispanic’ or ‘Latino’ are those who classify themselves in one of the specific Hispanic or Latino categories listed on the decennial census questionnaire and various Census Bureau survey questionnaires – ‘Mexican, Mexican Am., Chicano’ or”Puerto Rican” or “Cuban” – as well as those who indicate that they are “another Hispanic, Latino, or Spanish origin.” This census has been discredited for underestimating the total number of Hispanics in the nation.3. In latter references, we name Daniel Sosa Jr., who later served on the New Mexico Supreme Court, as “Dan Sosa Jr.;” and while ‘Dan ‘was not his full name, we utilize it here in the interest of congruence with the oral history transcripts and how he was commonly known among colleagues and communities.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1080/15235882.2023.2258823
Guofang Li, Zhen Lin, Fubiao Zhen, Lee Gunderson, Ryan Xuejun Ji
ABSTRACTThis mixed-methods study was designed to examine how different home literacy environments shape gender differences in Chinese-Canadian first graders’ (N = 76) bilingual lexical attainment and literacy engagement. Quantitative analyses indicated that girls outperform boys in both Chinese (L1) and English (L2) vocabulary. Gender differences were not associated with the quantity of language exposure at home in either language but rather with the quality of home language input. Home Language Quality was found to be differentially associated with gender, with boys receiving quality input in both languages at home. Results reveal that parents engaged in more quality home literacy practices with girls than boys. Parental expectations and beliefs in gender differences, particularly girls’ superiority in language learning and self-regulation, shaped gendered home literacy engagement. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the The Social Sciences and Humanities Research Council of Canada [432-2018-0070].
{"title":"Home literacy environment and early biliteracy engagement and attainment: A gendered perspective","authors":"Guofang Li, Zhen Lin, Fubiao Zhen, Lee Gunderson, Ryan Xuejun Ji","doi":"10.1080/15235882.2023.2258823","DOIUrl":"https://doi.org/10.1080/15235882.2023.2258823","url":null,"abstract":"ABSTRACTThis mixed-methods study was designed to examine how different home literacy environments shape gender differences in Chinese-Canadian first graders’ (N = 76) bilingual lexical attainment and literacy engagement. Quantitative analyses indicated that girls outperform boys in both Chinese (L1) and English (L2) vocabulary. Gender differences were not associated with the quantity of language exposure at home in either language but rather with the quality of home language input. Home Language Quality was found to be differentially associated with gender, with boys receiving quality input in both languages at home. Results reveal that parents engaged in more quality home literacy practices with girls than boys. Parental expectations and beliefs in gender differences, particularly girls’ superiority in language learning and self-regulation, shaped gendered home literacy engagement. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the The Social Sciences and Humanities Research Council of Canada [432-2018-0070].","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1080/15235882.2023.2258838
Lucía I. Méndez, Dana Bitetti, Jamie Perry
ABSTRACTAn understanding of cross-cultural differences in narratives, particularly in children from culturally and linguistically diverse backgrounds, can help clinicians and other professionals distinguish narrative differences from impaired narratives. This study describes similarities and differences in micro-and-macrostructural components in the narrative retells of 32 typically developing Latino dual language learners and Caucasian kindergarteners. A multivariate analysis of covariance suggests that patterns of narrative use of microstructural components were comparable across groups. Group differences in the use of some macrostructural components like character development and mental states were observed. These preliminary findings suggest that some aspects of the macrostructure of narrative language in children may be more susceptible to cultural differences than microstructure ones. Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"A cross-cultural perspective of narrative retells in kindergarten children","authors":"Lucía I. Méndez, Dana Bitetti, Jamie Perry","doi":"10.1080/15235882.2023.2258838","DOIUrl":"https://doi.org/10.1080/15235882.2023.2258838","url":null,"abstract":"ABSTRACTAn understanding of cross-cultural differences in narratives, particularly in children from culturally and linguistically diverse backgrounds, can help clinicians and other professionals distinguish narrative differences from impaired narratives. This study describes similarities and differences in micro-and-macrostructural components in the narrative retells of 32 typically developing Latino dual language learners and Caucasian kindergarteners. A multivariate analysis of covariance suggests that patterns of narrative use of microstructural components were comparable across groups. Group differences in the use of some macrostructural components like character development and mental states were observed. These preliminary findings suggest that some aspects of the macrostructure of narrative language in children may be more susceptible to cultural differences than microstructure ones. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134974895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/15235882.2023.2225459
D. August, Christopher Barr, Coleen D. Carlson, Will Tad Johnston, Alexandra Marken
ABSTRACT This study investigated the effectiveness of an intervention designed to support sixth-grade Spanish-speaking English as Additional Language (EAL) learners and their English proficient classmates in acquiring pre-algebra knowledge and skills and associated academic vocabulary. The sample consisted of 88 EAL learners and their 139 English proficient classmates who had failed a fifth-grade final math exam. Treatment materials and methods differed from those used in the control group by building students’ foundational math skills and academic language; using visual and linguistic supports; and capitalizing on student’s home language knowledge. Data were analyzed using generalized linear mixed modeling at the item level. Both EAL learners and English-proficient treatment students outperformed control students on measures of math and academic vocabulary.
{"title":"A promising intervention designed to improve EAL learners’ mathematics skills and associated academic language","authors":"D. August, Christopher Barr, Coleen D. Carlson, Will Tad Johnston, Alexandra Marken","doi":"10.1080/15235882.2023.2225459","DOIUrl":"https://doi.org/10.1080/15235882.2023.2225459","url":null,"abstract":"ABSTRACT This study investigated the effectiveness of an intervention designed to support sixth-grade Spanish-speaking English as Additional Language (EAL) learners and their English proficient classmates in acquiring pre-algebra knowledge and skills and associated academic vocabulary. The sample consisted of 88 EAL learners and their 139 English proficient classmates who had failed a fifth-grade final math exam. Treatment materials and methods differed from those used in the control group by building students’ foundational math skills and academic language; using visual and linguistic supports; and capitalizing on student’s home language knowledge. Data were analyzed using generalized linear mixed modeling at the item level. Both EAL learners and English-proficient treatment students outperformed control students on measures of math and academic vocabulary.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"46 1","pages":"117 - 141"},"PeriodicalIF":1.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46636965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/15235882.2023.2235309
Lina Martín Corredor, Kathryn I. Henderson, Adriana Álvarez
ABSTRACT The purpose of this study was to examine Mexican and Mexican-American mothers’ perspectives about the construction of two-way dual language bilingual education (DLBE) programs in the context of an urban area in South Texas and to analyze the factors that contribute to their decision about their children’s participation in such programs. Our main data sources included 14 interviews, two personal narratives, field notes, and audio recordings from school and district meetings. We found that in addition to the general goals of DLBE programs (i.e., academic achievement, bilingualism, and biculturalism), there are additional factors that DLBE programs need to consider to better serve Mexican and Mexican-American communities. These factors include: a) bilingualism for heritage sustainability, social integration, and occupational inclusion; b) school-community building; c) meeting families’ basic needs; and d) attention to the dissemination of program information and misinformation. DLBE must adopt these components in order to foster a social justice stance as a central program tenet.
{"title":"Mexican and Mexican-American mothers’ visions and decisions amidst dual language bilingual education expansion","authors":"Lina Martín Corredor, Kathryn I. Henderson, Adriana Álvarez","doi":"10.1080/15235882.2023.2235309","DOIUrl":"https://doi.org/10.1080/15235882.2023.2235309","url":null,"abstract":"ABSTRACT The purpose of this study was to examine Mexican and Mexican-American mothers’ perspectives about the construction of two-way dual language bilingual education (DLBE) programs in the context of an urban area in South Texas and to analyze the factors that contribute to their decision about their children’s participation in such programs. Our main data sources included 14 interviews, two personal narratives, field notes, and audio recordings from school and district meetings. We found that in addition to the general goals of DLBE programs (i.e., academic achievement, bilingualism, and biculturalism), there are additional factors that DLBE programs need to consider to better serve Mexican and Mexican-American communities. These factors include: a) bilingualism for heritage sustainability, social integration, and occupational inclusion; b) school-community building; c) meeting families’ basic needs; and d) attention to the dissemination of program information and misinformation. DLBE must adopt these components in order to foster a social justice stance as a central program tenet.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"46 1","pages":"82 - 99"},"PeriodicalIF":1.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42809865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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