Latina Immigrant Moms’ Liderazgo in their Children’s Early Bilingual Development Through a Community Research-Practice Partnership

• In Event: Toward Remedy and Repair in Multilingual Education: Critical Participatory Inquiries With Emergent Bilinguals and Families

Abstract

Objective
This study explores a community support group created through a research-practice partnership between a Latina graduate student (first-time mom) and a non-profit organization offering preK and parental educational opportunities. The group was exclusively for Latina moms and their young children (0-5 years old), creating spaces where they could co-facilitate and appreciate their Latinidad and Spanish language and support their children’s early bilingual development. Through a 1.5-year (auto)ethnography, the partnership documented and celebrated the leadership of immigrant Latina moms in fostering emotional connections post-migration and supporting their children's bilingualism.

Theoretical Framework
Yosso's (2005) concept of community cultural wealth challenges traditional notions of capital by recognizing familial and community-based assets that contribute to marginalized communities' resilience and flourishing. Relatedly, Delgado Bernal's (2001) notion of pedagogies of the home underscores the critical role of cultural practices and learning that begin within homes and communities, impacting children's development beyond familial settings. With these in mind, this study aims to honor and amplify Latina immigrant moms’ pedagogies of the home, particularly in supporting early bilingualism and linguistic and cultural preservation post-migration (Baker & Wright, 2021; Vesely et al., 2013).

Methods and Data Sources
The support group, hosted inside the non-profit organization but led by the Latina moms, has been a safe space for moms and their young children to meet monthly. Data collection methods included reflections from pláticas accompanied with manualidades (n=16), playdates (n=6), online surveys (n=5), and on-going conversations in the WhatsApp group created for continuous communication. Finally, the Latina graduate student followed a constructivist grounded theory approach (Charmaz, 2014) to analyze and interpret Latina moms’ liderazgo, remedy, and repair for their children’s early bilingual development through a community research-practice partnership.

Findings
Entirely in Spanish, the support group has provided parental and emotional support and essential resources (e.g. food boxes, baby diapers and wipes, Spanish and bilingual books, clothes and toys, school supplies, and community and school connections) for Latina immigrant moms and their families post-migration. By creating spaces where Latina moms and children interact and play with other Latin American families, the group has actively promoted Spanish as a relevant language within a predominantly English-speaking context, challenging linguistic, racial, and cultural dominance; and becoming “the only social resource and sense of community for… moms" (participant).

Significance
This community research-practice partnership addresses critical gaps in support for Latin American immigrant families in the U.S. It has provided a vital space for Latina moms to navigate motherhood and support children's bilingual development while protecting their multiple identities. Such initiatives are crucial for promoting well-being and social integration, as well as for equipping immigrant parents with the tools to navigate the U.S. In conclusion, this study highlights the importance of community-driven initiatives that celebrate the cultural wealth and leadership of Latina immigrant moms, especially during children’s early bilingual experiences. By supporting their efforts in preserving multiple identities/languages, these initiatives contribute to healthier, more inclusive, and more supportive environments for immigrant families (NCELA Family Toolkit, 2023).

Author

• Sophia Piral Lee, University of Missouri