Parents learning language together: The case of a bilingual parent group

Abstract

Diálogos is an English/Spanish parent group at a bilingual school in California that offers language classes to parents of varying socioeconomic and cultural backgrounds. Situated within Yosso’s (2005) model of community cultural wealth, this case study argues that parents positively evaluate Diálogos as a space that builds community through language learning, promotes bilingualism, and leverages Latino immigrant parents’ existing linguistic and social capital. As such, Diálogos challenges dominant discourses of English-only and deficit theorizing. The positive outcomes of this grassroots parent group has implications for bilingual education and parental involvement at schools.

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