'Le Voy a Adelantar el Camino': Mothers Paving the Way through Linguistic Motherwork in Bilingual Kindergarten Classrooms
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| Title: | 'Le Voy a Adelantar el Camino': Mothers Paving the Way through Linguistic Motherwork in Bilingual Kindergarten Classrooms |
|---|---|
| Language: | English |
| Authors: | Yalda M. Kaveh (ORCID |
| Source: | American Educational Research Journal. 2025 62(6):1059-1099. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 41 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Mothers, Bilingual Education, Kindergarten, Parent Role, COVID-19, Pandemics, Virtual Classrooms, Barriers, Parent Responsibility, Family Involvement, Technology Uses in Education, Bilingual Students, Language Usage, Urban Schools, Immersion Programs, Spanish, English |
| Geographic Terms: | Arizona |
| DOI: | 10.3102/00028312251361169 |
| ISSN: | 0002-8312 1935-1011 |
| Abstract: | Grounded in the frameworks of motherwork, linguistic motherwork, and Family Language Policy, this critical ethnographic study examined how a group of mothers supported their children's linguistic and educational development amid shifting school conditions during the COVID-19 pandemic. Although online learning increased their access and positioned them as co-teachers, the mothers faced an overload shaped by intersecting social, linguistic, and institutional demands. As schools continue to recover in the post-pandemic era, these findings call for reimagining family engagement to decenter schools and to listen to all families without essentializing their multifaceted identities. Centering diverse parental experiences disrupts damage-centered narratives of learning loss and reveals how families sustained learning beyond dominant models of school-based involvement. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489009 |
| Database: | ERIC |
| Abstract: | Grounded in the frameworks of motherwork, linguistic motherwork, and Family Language Policy, this critical ethnographic study examined how a group of mothers supported their children's linguistic and educational development amid shifting school conditions during the COVID-19 pandemic. Although online learning increased their access and positioned them as co-teachers, the mothers faced an overload shaped by intersecting social, linguistic, and institutional demands. As schools continue to recover in the post-pandemic era, these findings call for reimagining family engagement to decenter schools and to listen to all families without essentializing their multifaceted identities. Centering diverse parental experiences disrupts damage-centered narratives of learning loss and reveals how families sustained learning beyond dominant models of school-based involvement. |
|---|---|
| ISSN: | 0002-8312 1935-1011 |
| DOI: | 10.3102/00028312251361169 |
