Mexican-Origin Mothers as Language, Border, and Cultural Pedagogues

• In Event: Latinx Youth, Teachers in Schools, and Families

Abstract

Bilingualism and biliteracy is a difficult trajectory without the support from parents, or in this case, mothers. This study draws from border thinking and critical border pedagogies where thinking and learning are intricately connected with social transformation and the development of critical consciousness. A critical discourse analysis helped us understand why and how Mexican mothers raise bilingual-biliterate children. For this proposal we focus on two of the themes that emerged: (1) Sustaining Spanish through culture and cultural practices, and (2) Ruptures of cultural and linguistic worlds. We will also share implications of what this means for educators, teacher educators, and educational researchers who will be adapting to a new online teaching and learning context and relying on parents’ support.

Authors

• Suzanne García-Mateus, California State University - Monterey Bay

• Idalia Nunez, University of Illinois at Urbana-Champaign