Mi Mundo es Español: Contradictions Around Language From the Perspective of Mexican-Immigrant Mothers

• In Event: Critical Orientations to Language in STEM Education: Praxis Beyond Replacement of Labels

Abstract

Objectives

This paper focuses on the voices of Mexican-immigrant mothers as they reflect on the role of language in their children’s mathematics learning in the context of hegemonic language policies promoting English and devaluing the use of other languages. We discuss one of the contradictions identified in our formative intervention (Engeström, 2011) aimed at examining their experiences supporting their children and at countering their positioning of exclusion.

Theoretical Framework

Our approach to parental engagement is based on dialogues to effect change, to build community action, and to challenge the rhetoric of parent involvement, which is often grounded in deficit perspectives and social inequities (Author 1, 2020; Olivos & Mendoza, 2010; Co-Chair 1, 2018). Our work draws on Cultural Historical Activity Theory (CHAT) as a framework to analyze a school’s socio-historical milieu as well as its actions as goal-oriented through multivoiced activity systems in interaction (Engeström, 2001, 2016). This study identified contradictions as opportunities for growth in and between the activity systems to move away from a view of parents' or schools' difficulties as isolated or individual instances in the context of a parental engagement project.

Methods and Data Sources

Our data sources include transcripts from selected discussions, semi-structured interviews, and field notes from all sessions. The data analysis for this study was done in two stages. The first stage started while the sessions were ongoing. We analyzed our field notes and transcripts from the discussions using grounded theory methodology (Charmaz, 2001). The second stage was based on CHAT, which provides us with a structure to analyze the situated interactions occurring between families and schools, using the triangular model (Engeström, 2001) representing the activity of parental engagement as it relates to mathematics education.

Results

We identified contradictions (Engeström, 2001, 2011) through a comprehensive analysis of moments in which the parents identified barriers when supporting their children’s mathematics learning. The contradictions discussed occur in the language of mathematics instruction and in spaces of parental engagement. English-only policies and school practices were harmful at various and deep levels. For example, Verónica described her son’s lack of trust in her ability to help him and her own frustration about her possibility to help him.

Significance

The title of this paper captures the sadness of one of these mothers as she shared that when her child entered kindergarten he did not want to go to school because “it’s a world of English, this is not my world, my world is Spanish.” Nevertheless, the mothers discussed the difference between language and voice: “Se me fue quitando el miedo y aprendí que tu voz cuenta, aunque no hables el mismo idioma, cuenta.” [The fear just slowly went away and I learned that your voice counts, even if you don’t speak the same language, it counts.] CHAT is a conceptual tool that allows us to analyze the ways in which the mothers advocate for their children’s achievement and their community efforts to transform the system; their voice is essential for a more equitable education of multilingual children.

Authors

• Beatriz E. Quintos, University of Maryland

• Marta Civil, The University of Arizona

• Jill Bratton