Spanish-speaking Mexican-American families’ involvement in school-based activities and their children's literacy: The implications of having teachers who speak Spanish and English

Abstract

For a sample of low-income, Spanish-speaking Mexican-American families (n = 72), we investigated associations between family involvement in school-based activities and children’s literacy in their preferred language (English or Spanish) during early elementary school. We gave special attention to the potential moderating role of teacher fluency in Spanish. Between kindergarten and third grade, family involvement in school-based activities increased for children who displayed early literacy problems. The rate of increase was greater for children who consistently had bilingual teachers than for children who did not. In turn, increased family involvement predicted better literacy skills at third grade, particularly for children who struggled early. We discuss these results in light of recent recommendations to increase the number of elementary school teachers who are fluent in Spanish and English.

Social Capital and Determinants of Immigrant Family Educational Involvement

“…That is, the consequences of school-based involvement may be moderated by the family-school fit, which may be less than optimal for many immigrant families. Namely, the value of school-based involvement may be moderated by how welcoming the school is in emotional and practical ways (e.g., language of the teacher; Tang et al, 2012). …”

“…There is substantial evidence demonstrating a positive association between family involvement and student outcomes across ethnic groups (Fan & Chen, 2001; Jeynes, 2007). In addition, research findings suggests that subgroups with “at-risk” characteristics for academic under-achievement (e.g., children from families with low-income, low maternal education, or from homes in which English is not the first language) may benefit uniquely from involvement (Dearing, Kreider, Simpkins, & Weiss, 2006; Tang, Dearing, & Weiss, 2012). …”

“…Indeed, there is some evidence suggesting that students from immigrant families are likely to benefit uniquely from family educational involvement. Extant research demonstrates that school involvement matters most for the literacy skills of students from low-income, Spanish-speaking families, particularly for those who had struggled early in literacy (Tang et al, 2012). …”

Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary

“…To date, most previous studies examining Mexican parental educational beliefs have been qualitative and have generally suggested that families on average are less involved in their children's education compared to other groups (Perry, Mitchell Kay, & Brown, 2008). In contrast to this literature is a rich body of works documenting that Mexican parents highly value education, hold a strong desire to have their children succeed academically, consider themselves active participants in their child's educational development, and when necessary adapt by adjusting to the exigencies of American school expectations (Kummerer & Lopez, Reyna, 2006;Lopez, Sanchez, & Hamilton, 2000;Reese & Gallimore, 2000;Rogoff, Moore, Correa-Chávez, & Dexter, 2015;Tang, Dearing, & Weiss 2012). For example, Reese and Gallimore (2000) found that Latino mothers in their study shared a view that situated the development of language, literacy, and reading as something learned at school, not at home, through repeated practice when a child begins formal schooling.…”

Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges

“…This study found a positive relationship between rates of school participation and teachers' fluency in Spanish. However, it did not identify why or how this language fluency might produce such a result (Tang, Dearing, & Weiss, 2012). A second small qualitative study of 21 low-income, immigrant Latino families found that mothers intentionally selected bilingual early care and education programs so that they could communicate with providers; improve their own at-home parenting skills, particularly related to behavioral challenges; and prepare for their children's transition into kindergarten.…”