| 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 0000-0002-5425-3818); Seda Ozbek-Damar; Sara Rodríguez-Martínez; Valencia Clement; Cory Buckband; Ashley R. Coughlin |
| 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 |