Biliteracy Summer Schools: Breaking the Cycle of Monolingualism in Migrant Families

Abstract

Immigration and the role of language in education have been major issues in governance and education across the world. The current study looks at a family biliteracy program for 2- to 6-year-old students and their parents. The findings shed light on the importance of teacher-community partnerships in bridging the linguistic gap between Spanish-speaking migrant parents and their children who are entering an English-only educational system. Such partnerships create opportunities for teachers to reflect on and re-evaluate their teaching practices, for parents to value literacy in the home language as well as the school language, and for students to value biliteracy as a relevant skill. Biliteracy practices, highlighted in the study, have implications for immigrant families in creating linguistic equity in education.

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