Chasing DLBE (Dual Language Bilingual Education) Options: A Latina Mother’s Pursuit of Spanish-English Bilingualism and Biliteracy for Her Children

• In Event: Bridging Languages: Innovative Approaches to Bilingualism and Biliteracy in Diverse Contexts

Abstract

Drawing on Yosso’s (2005) concept of community cultural wealth, this study presents the counter-story of Latina mother Camila as she utilizes various forms of capital while navigating the U.S. immigration and education systems. Camila’s story particularly highlights the challenges and barriers that Latinx/e families often face when accessing dual language bilingual education (DLBE) programs for their children. This study showcased how these issues remain problematic for Latinx families. By exploring Camila’s aspiration and commitment to her children’s education, her counter-story provides a compelling example that counters these deficit-oriented perceptions. Furthermore, it offers detailed instances of how Camila leverages her cultural wealth to enhance and shape her children's experiences, especially within DLBE programs.

Authors

• Koeun Park, University of Hawai'i - West O'ahu

• Veronica E. Valdez, University of Utah