Intersecting Pressures of Linguistic Motherwork Supporting Children in Bilingual Education During the COVID-19 Pandemic

• In Event: Sheraton Roundtable Session Eleven
  In Roundtable Session: Language Perspectives (Table 2)

Abstract

This study examines mothers’ mothers in the learning of young bi/multilingual children attending a bilingual education program in Arizona during the first and second years of the COVID-19 pandemic. Through the lens of linguistic motherwork (Collins, 2002; Ek et al., 2013), we look at mothers’ goals for their children and how they supported their learning for two years. We conducted ethnographic observations of the mothers during their children’s participation in virtual classrooms, semi-structured interviews in spring 2021, and an in-depth follow-up survey in spring 2022. Our findings show that motherwork played an important role in children’s learning beyond support for schooling, including emotional support, educational advocacy, reinforcing bi/multilingual practices at home, and emphasizing cultural heritage(s) and values.

Authors

• Yalda M. Kaveh, Arizona State University
  Presenting Author

• Cory Alan Buckband, Arizona State University
  Presenting Author

• Ashley Coughlin, Arizona State University
  Presenting Author

• Valencia Clement, Arizona State University
  Presenting Author

• Seda Ozbek-Damar, Arizona State University
  Presenting Author

• Sara Rodriguez Martinez, Arizona State University
  Presenting Author