Educational Language Policies' Influence on Mexican-Heritage Families' Language Practices

• In Event: 66.052 - Language Policy, Accountability, and English Language Learner Students

Abstract

Empirical evidence of the language practices of Mexican heritage families in this study shows that educational language policies at the local, state, and federal levels influence parents’ beliefs and strategies relative to their children’s bilingual development. Language learning beliefs emerge from the understandings that parents have of their past experiences and their response to the present environment where children are growing and learning language(s). This paper examines contrasting households to understand how parents articulate salient language beliefs in the context of Arizona and California PK-12 schools and then act to influence their children’s language development. Understanding Language Policy in the historical, cultural, and educational context where bilingual parenting occurs provides often marginalized linguistic communities opportunities to respond to monolingual policies.

Author

• Lyn Scott, Humboldt State University