Pedagogía casera: Teaching and Learning Practices Within Latino Homes That Support Emergent Bilinguals' Language Education

• In Event: Con Respeto y Cariño: Sociopolitical Consciousness and Practices in the Education of Latino Students

Abstract

For Latino emergent bilinguals, success in school is measured by gains in academic achievement and language proficiency. It therefore becomes necessary to broaden conceptualizations of family engagement to ensure the needs of Latino emergent bilinguals and their families are understood and met. Common definitions and typologies used within the field of family engagement focus heavily on students’ academic achievement (Epstein, 2001; Henderson & Mapp, 2002) thereby excluding emergent bilinguals’ experiences in language education programs, as well as language learning at home. Thus, despite what we know about the benefits of family engagement, we know little about family engagement practices used by Latinos to support their children’s language education.

This paper presents findings from a qualitative study focused on understanding Latino parents’ perspectives on how they engage in their children’s K–12 language education. Using the contemporary parent engagement model conceptualized by McKenna and Millen (2013) as a framework, the research presented highlights parent voice and presence in order to better understand Latino family engagement in language education. By creating a space for Latino parent voice to emerge and their presence to be acknowledged, this research contributes to literature that challenges deficit perspectives of Latino families by highlighting their assets and contributions to their children’s education (Poza, Brooks, & Valdés, 2014; Rodríguez-Brown, 2010; Valdés, 1996; Villenas & Deyhle, 1999).

The data presented was collected through one-on-one semi-structured interviews conducted in English and/or Spanish. Eleven Latino parents of children enrolled in K-12 English and/or Spanish language education programs participated in this study. Participants represented both U.S.-born and foreign-born Latinos of Mexican, Central and South American descent. Their children were enrolled in transitional bilingual, dual language, or ESL programs across five different school districts. Data was coded and analyzed using an inductive approach in order to identify forms of parent voice and parent presence that support children’s language education.

Findings show that pedagogía casera is a key form of Latino parent presence in support of children’s language education. Pedagogía casera is conceptualized as the communication and practices for teaching and learning that transpire specifically within the homes of Latino families. Participants engaged in pedagogía casera to (1) keep Spanish alive and present in their families; (2) enrich children’s Spanish language learning; (3) cultivate positive bilingual and bicultural identities; and (4) correct children’s use of Spanish.

The language education of Latino emergent bilinguals is not confined to four classroom walls. Families play a critical role in their children’s language learning and development. Thus, family engagement within the context of K–12 language education must be inclusive of emergent bilinguals’ language learning and development that transpires at home. The findings presented provide evidence of Latino parent voice and presence in their children’s language education. Implications for educators include the need to develop a critical consciousness on the teaching and learning of language within school (Bartolomé, 1994, 2008) and its impact to families, as well as the need to recognize diverse forms of family engagement as valid and beneficial to the success of Latino emergent bilinguals.

Author

• Lorena Mancilla, University of Wisconsin - Madison