The Emergence of Latinx Immigrant Families' Experiential Knowledge Through Biliteracy Family Projects

• In Event: Using Family-School-Community Partnerships to Enhance Early Literacy and Biliteracy

Abstract

This qualitative case study examined the elaboration process and artifacts of two biliteracy family projects. Data was collected during one school year in a first grade classroom with 22 Mexican-American emerging bilingual students and families. Key findings were emerging culturally simultaneous identities, parent facilitation of cultural simultaneity, and strategies to avoid cultural loss, providing insights to the ways children and families shape and enact identities and concurrent cultural knowledge as one within an adverse environment.

Author

• Adriana Alvarez, University of Colorado - Denver