Latine Immigrant Parents’ Conceptualization of Learning and Teaching for Their Children in the U.S.

• In Event: Creating Spaces for Parents of Multilingual Children to Showcase Their Expertise and Understanding

Abstract

Purpose and Theoretical framework. We explore Latine immigrant parents’ (LIPs) conceptualizations of teaching and learning. In the U.S., LIPs’ children are more likely to encounter restricted teacher-centered, task-based learning environments (Author, 2021; Gandara & Contreras, 2009), in contrast to the more social-constructivist learning approaches LIPs prefer (Author, 2022). In valuing LIPs’ perspectives, schools gain crucial insight into learning opportunities that reflect cultural values and improve academic outcomes across subject areas (González et al., 2005; Olivos et al., 2011). We draw on a funds of knowledge framework (Gonzalez et al., 2005) and Freire’s (2009) conceptualization of dialogue and conscientization to center LIPs’ ideas and practices.

Method. We use video-cued multivocal ethnography (VCE; Tobin et al., 2009) to position participants as experts on their experiences and perceptions of educational systems and concepts (Author, 2019). We created a 20-minute film depicting a typical day in a Texas bilingual pre-K classroom, highlighting children enacting their cultural approaches to learning to prompt LIP focus group interviews. We explored: What are LIPs’ reactions and ideas about learning experiences and teaching when it comes to their children’s education in the U.S.?

Data sources and analysis. We recruited 64 LIPs and conducted 15 focus groups in California, Central Texas, and the Texas border. Each focus group was conducted in Spanish, lasted 90 minutes, was recorded, transcribed, and analyzed using grounded theory (Creswell, 2003).

Findings. Findings revealed that LIPs’ views about teaching and learning reflect academic learning theories aligned with early childhood education “best practice,” and counter the misconception that LIPs prefer strict, teacher-centered learning experiences for their children. LIPs emphasized that young children benefit from embodied learning experiences like observation, listening, touching, moving, singing, and playing. One LIP said, “Active, that way, they remember what was taught yesterday, and I think it’s easier to remember, it stays in their heads.” These approaches extended to language learning and maintenance. LIPs discussed the importance of children having opportunities to talk, listen, and participate, for parents and teachers to model, and for learning experiences to be interactive and dynamic. When students actively participate in a lesson, another LIP shared it “comes alive and stays in their brains… It facilitates learning.” Finally, LIPs saw teachers as the catalysts for these types of learning experiences. They explained that teachers must go beyond uniformity to explain things in different and engaging ways, be observant of children’s needs, recognize who requires individualized attention, and structure lessons so that children can move their bodies and avoid getting bored or distracted.

Scholarly significance. LIPs’ conceptualizations of learning, as an experiential, dynamic experience, align with what researchers argue is key to emerging bilinguals’ academic success for content and language learning (Alvarez, 2018). Their experience-based, culturally relevant insights offer schools an opportunity to work towards educational equity and improve academic outcomes across subject areas for culturally and linguistically minoritized communities (González et al., 2005).

Authors

• Kiyomi Sanchez-Suzuki Colegrove, Texas State University

• Christian E. Zuniga, University of Texas - Rio Grande Valley

• Molly E. McManus, San Francisco State University