Leveraging Access in Borderland Colonias Through Parent Engagement in Early Childhood Literacy

• In Event: Navigating Virtual Learning: Insight From Bilingual Teachers, Programs, and Parents

Abstract

This paper presents a qualitative case study exploring Spanish-speaking parent engagement in early childhood literacy within two southwest borderland Colonias. This research investigates what two head start programs serving Colonia head start children did to promote parental engagement in literacy activities during remote teaching through a Culturally Relevant Pedagogy theoretical lens during COVID-19. Findings revealed, increased parent engagement in read-aloud experiences with children at home through digital literacy applications and virtual spaces. Implications suggest the significance of leverage Colonia parents’ Spanish language repertoires and literacy skills to leverage the home and cultural practices of rural borderland communities in early childhood bilingualism and biliteracy development.
Keywords: Colonias, head start programs, digital literacy, virtual spaces, Spanish speaking parents, parent engagement

Authors

• Magdalena Pando, New Mexico State University

• Brianda Tzintzun, New Mexico State University

• Christina Freeman, New Mexico State University

• Maria Artiaga, Las Cruces Public Schools