Article published in:Bilingual Youth: Spanish in English-speaking societies
Edited by Kim Potowski and Jason Rothman
[Studies in Bilingualism 42] 2011
► pp. 89–112
4. Literacy practices and language ideologies of first generation Mexican immigrant parents
Despite a well-established body of literature focusing on school-based Spanish and English bilingualism of Latino children in the United States, the biliteracy development and literacy practices at home have received little attention by the educational research community. This article presents the perspectives of first generation Mexican parents on the development of their children’s bilingualism and biliteracy practices at home and how these impact their development at school. The study takes a qualitative approach to the study of Mexican families living in southern Arizona through interviews conducted with the children’s parents and the teacher of their children. The goal of the study is to identify language practices and patterns of language use that directly or indirectly influence children’s development of language and literacy in Spanish and English. In addition, the study describes parents’ attitudes toward native language maintenance, bilingualism and biliteracy development from a sociocultural perspective. The findings are discussed with implications of what teachers and other educators can learn from these families in order to integrate this knowledge to children’s classroom experiences.
Published online: 16 March 2011
Cited by 6 other publications
Bauer, Eurydice, Lucía Cárdenas-Curiel & Christina Ponzio
Bussert-Webb, Kathy & Karin Lewis
Granados, Nadia R.
Vazquez Maggio, Monica Laura
Velázquez, Isabel, Marisol Garrido & Mónica Millán
This list is based on CrossRef data as of 25 march 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.