Ruptures of Possibility: Mexican Origin Mothers as Critical Translanguaging Pedagogues

Autor/inn/en	Nuñez, Idalia; García-Mateus, Suzanne
Titel	Ruptures of Possibility: Mexican Origin Mothers as Critical Translanguaging Pedagogues
Quelle	In: Association of Mexican American Educators Journal, 15 (2021) 3, S.107-125 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
Schlagwörter	Code Switching (Language); Parent School Relationship; Parent Participation; Stereotypes; Minority Groups; Race; Immigrants; Discourse Analysis; Bilingualism; Parent Child Relationship; Child Rearing; Cultural Influences; Language Maintenance; Mexican Americans; English (Second Language); Second Language Learning; Literacy; Spanish; Mother Attitudes; Language Usage; Family Relationship; Foreign Countries; Texas; Mexico + Suchen Sie Ihr Suchwort? Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Klischee; Ethnische Minderheit; Rasse; Abstammung; Immigrant; Immigrantin; Immigranten; Diskursanalyse; Bilingualismus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindererziehung; Cultural influence; Kultureinfluss; Sprachpflege; Hispanoamerikaner; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Spanisch; Mutterliebe; Sprachgebrauch; Ausland; Mexiko
Abstract	In U.S. schools, educators are often regarded as knowledge producers and sole pedagogues, whereas parents (particularly of Color) are perceived as not engaged or interested in their child(ren)'s education (Colgrove, 2019; Nun~ez, 2019; Ramirez, 2020). These negative stereotypes and white-centered discourses sustain raciolinguistic perspectives (Rosa & Flores, 2017) of families of Color and immigrant backgrounds. For the present study, we employed critical discourse analysis to explore why and how Mexican mothers raise bilingual children by examining how their experiences inform us about their powerful roles as critical translanguaging pedagogues. Drawing on border thinking and pedagogy of border thinking, the findings revealed two main themes: (1) how mothers recognize and draw on the ruptures of cultural and linguistic worlds; and (2) how they sustain language through family and cultural practices. Lastly, we share implications for educators, teacher educators, and policymakers. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: https://amaejournal.utsa.edu/index.php/AMAE/HOME
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01