Reframing Latinx Family Engagement With Teachers and Teacher Candidates: Affirming Cultural and Linguistic Assets

• In Event: Collaborative and Community-Informed Teacher Education

Abstract

Scant research related to the engagement of Latinx parents and families in dual language education continues to perpetuate critical misconceptions, as ideological mindsets and mislabeling of Latinx families unintentionally diminish their roles, importance, participation, and histories. Reframing parent engagement with teachers around the tenets of Latino Critical Theory – parents owning their voices, celebrating bilingualism and teachers eradicating stereotypes, can embrace the cultural and linguistic assets of families. Study results describe the engagement of Latinx parents with mobile technology, as a tool to increase their interactions with teachers and family. The study dismantles deficit-oriented ideologies through an asset-based approach involving the partnership of bilingual in-service teachers and pre-service teachers with Latinx parents of English learners across three districts.

Authors

• Ana M. Hernandez, California State University - San Marcos

• Annette M. Daoud, California State University - San Marcos