Mexican and Mexican-American Mothers' Visions and Decisions amidst Dual Language Bilingual Education Expansion

Autor/inn/en	Corredor, Lina Martín; Henderson, Kathryn I.; Álvarez, Adriana
Titel	Mexican and Mexican-American Mothers' Visions and Decisions amidst Dual Language Bilingual Education Expansion
Quelle	In: Bilingual Research Journal, 46 (2023) 1-2, S.82-99 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Corredor, Lina Martín) ORCID (Henderson, Kathryn I.) ORCID (Álvarez, Adriana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2023.2235309
Schlagwörter	Mexican Americans; Mother Attitudes; Social Integration; Bilingual Education Programs; Cultural Maintenance; Language Maintenance; Family Needs; Urban Areas; Decision Making; Student Participation; Occupations; Social Justice; Information Dissemination; Elementary School Students; Middle School Students; Participant Characteristics; Texas + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Mutterliebe; Soziale Integration; Sprachpflege; Urban area; Stadtregion; Decision-making; Entscheidungsfindung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Beruf; Berufsumfeld; Soziale Gerechtigkeit; Informationsverbreitung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	The purpose of this study was to examine Mexican and Mexican-American mothers' perspectives about the construction of two-way dual language bilingual education (DLBE) programs in the context of an urban area in South Texas and to analyze the factors that contribute to their decision about their children's participation in such programs. Our main data sources included 14 interviews, two personal narratives, field notes, and audio recordings from school and district meetings. We found that in addition to the general goals of DLBE programs (i.e., academic achievement, bilingualism, and biculturalism), there are additional factors that DLBE programs need to consider to better serve Mexican and Mexican-American communities. These factors include: a) bilingualism for heritage sustainability, social integration, and occupational inclusion; b) school-community building; c) meeting families' basic needs; and d) attention to the dissemination of program information and misinformation. DLBE must adopt these components in order to foster a social justice stance as a central program tenet. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01