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Linguistic Interactions of Spanish Speaking Mexican American Families Adelfio .J Garcia

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Linguistic Interactions of Spanish Speaking Mexican American Families Adelfio .J Garcia National Louis University Digital Commons@NLU Dissertations 4-2018 Linguistic Interactions of Spanish Speaking Mexican American Families Adelfio .J Garcia Follow this and additional works at: https://digitalcommons.nl.edu/diss Part of the Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Elementary Education Commons, Language and Literacy Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Social and Philosophical Foundations of Education Commons, and the Special Education and Teaching Commons Recommended Citation Garcia, Adelfio .,J "Linguistic Interactions of Spanish Speaking Mexican American Families" (2018). Dissertations. 313. https://digitalcommons.nl.edu/diss/313 This Dissertation - Public Access is brought to you for free and open access by Digital Commons@NLU. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons@NLU. For more information, please contact [email protected]. LINGUISTIC INTERACTIONS OF SPANISH SPEAKING MEXICAN AMERICAN FAMILIES Adelfio J. Garcia Reading and Language Doctoral Program Submitted in partial fulfillment Of the requirement of Doctor of Education National College of Education National-Louis University June 2018 i LINGUISTIC INTERACTIONS OF SPANISH SPEAKING MEXICAN AMERICAN FAMILIES Adelfio J. Garcia Reading and Language Doctoral Program Approved: ________________________________ ________________________________ Chair/Co-Chair, Dissertation Committee Program Director __________________________________ ________________________________ Co-Chair/Member, Dissertation Committee Director, Doctoral Programs __________________________________ ________________________________ Member, Dissertation Committee Dean, National College of Education __________________________________ ________________________________ Dean’s Representative Date Approved ii Copyright by Adelfio J. Garcia, 2018 All rights reserved iii Abstract This study explored the bilingual linguistic interactions in Mexican families and their impact on children’s language and literacy development. This qualitative study gathered data using different methods, namely, interviews, direct observations, participant observation, and physical artifacts to examine parents’ perceptions of their own educational path in comparison to their children’s educational path in an American school system, together with their daily linguistic interactions in various social contexts, and the features, themes and roles of linguistic interactions participants. Study results assisted in gaining deeper understanding of daily conversations happening in different social contexts and their impact on the language and literacy of children of the participating families. Implications are provided for researchers, classroom teachers, bilingual teachers, professional developers, and community agencies serving Latinx communities in the construction of curriculum and deepening their understandings of Latinx families. Additionally, implications for Latinx families’ understanding of their own parenting are discussed. iv Acknowledgements It is an honor to express my deepest appreciation to my dissertation chair and advisor, Dr. Sophie Degener, who guided, supported, and lifted me through this study. Her cultivating encouragement and relentless belief in my capabilities made this life-changing venture a reality. Also, I am beyond privileged to have the opportunity to learn, interact and consult with her during my doctoral studies. I would like to thank my dissertation committee members Dr. Donna Ogle, Dr. Terry Jo Smith, and Dr. Ruth Quiroa for their valuable time and meaningful insights that kept me reflecting and grounded through the writing of this dissertation. I am also grateful to Dr. Susan McMahon for her valuable and honest feedback during the doctoral program and mainly the brainstorming phase of this dissertation. I am thankful to Maura Bradshaw for her guidance in editing my work through this process. A special thanks to my close friend Dr. Debra Gurvitz for cheerleading the path of this doctoral program and dissertation study. I also extend my infinite gratitude for the participating families whose contributions shaped the richness of this study. I am very appreciative of their generosity in opening the doors and hearts to make my study a learning experience. I would like to thank the friends of the participating families that were present during the capturing of data in several social contexts. I hope that the results and recommendations are of a value to their childrearing. I would like to thank my family and friends who were there for me in many supportive ways. I am truly blessed to have been raised by proud Mexican parents who instilled their lifelong values in me and constantly believed that their children could accomplish their dreams. My deepest appreciation to my sisters Araceli, Angelica, and Elizabeth, and to my brothers Arturo, Moises and Edgar for their inspiration and unlimited encouragement. Without you and your unconditional love, I have not have become what I set out to be in my life. v Lastly, I dedicate this work to all the women that have shaped my life in one way or another. I learn so much about how valuable women are to our society, to our children, and to our future. The future of this world depends mostly on women who devote their lives to raise, inspire, guide, and shape children and the society at large. vi Table of Contents Abstract……………………………………………………………………………….…………iv Acknowledgements………………………………………………………………………..…… v Chapter One: Introduction………………………………………………………..………………1 Introduction………………………………………….……………………………………1 Statement of the Problem…………………………………………………………………3 Literacy as a Social Practice………………………….…………………………………..5 Connecting Instructional Literacy with Home Daily Literacy Activities………………..7 Purpose of the Study ………………. ……………………………………………………9 Key Terms Definition……………………………………………………………………11 Chapter Two: Literature Review………………………………………………………………...13 Theoretical Framework………………………………………………………………….16 Sociocultural Perspectives……………………………………………………….16 Ecological Systems Theory………………………………………………………20 Language and Literacy Development in Latinx Children in the U.S……………………22 Language Development………………………………………………………….23 Literacy Development……………………………………………………………27 Bilingual Family Narratives in the U.S…………………………………………………..30 Summary…………………………………………………………………………………36 Chapter Three: Methodology…………………………………………………………………….40 Research Design…………………..………………………………………………….......40 Research Traditions…………………….……………………………………………..…41 Case Study……………………………………………………………………….41 vii Discourse Analysis………………………………………………………………42 Ethnography……………………………………………………………………...43 Overview of the Study…………………………………………………………………...45 Social Context Site………………………………………………………………45 Participants: Purposeful Sampling……………………………………………….46 Researcher’s Role……………………………………………………………......48 Data Collection: Methods and Procedures……………………………………………….51 Interviews………………………………………………………………………...52 Field Notes……………………………………………………………………….52 Observations……………………………………………………………………..52 Researcher’s Journal……………………………………………………………..53 Data Analysis Procedures………………………………………………………………..54 Standards of Validations and Trustworthiness……………………………………..........55 Time Frame for the Study……………………………………………………………......56 Chapter Four: Presentation of Findings………………………………………………………….58 Portrait of the Community……………………………………………………………….58 Portrait of the Families…………………………………………………………………...60 Overview of Data Collection Settings…………………………………………………...63 Birthday Parties…………………………………………………………………..64 Back Yard Gatherings……………………………………………………………64 Quinceñera Celebration………………………………………………………….64 Religious Services……………………………………………………………….64 Interviews………………………………………………………………………..65 viii Presentation of Findings………………………………………………………………....65 Parental Memories and Perceptions ……………..………………………………65 Linguistic Interaction in Social Contexts………………………………………...68 Features, Themes, Roles, and Patterns …………………………………………..75 Gender Dialogues…………………………………………………………….......82 Chapter Summary………………………………………………………………………..86 Chapter Five: Discussion of the Findings, Implications, and Reflections……………………….88 Revisiting the Purpose of the Study……………………………………………………...88 Conclusion and Implications for Practice ……………………………………………….90 Parental Memories and Perceptions ……………………………………………..90 Linguistic Interactions…………………………………………………………...93 Linguistic Features, Themes, Roles and Patterns ……………………………….97 Implications to Consider………………………………………………………………..105 Parents…………………………………………………………………………..106 Educational Leaders…………………………………………………………….108 Reflections of the Researcher…………………………………………………………..112 Educational Implications……………………………………………………….113 Limitations of the Study………………………………………………………………..119 Recommendations for Future Research………………………………………………...120 Concluding Reflection………………………………………………………………….121 References………………………………………………………………………………………125 Apendix A: Consent Forms…………………………………………………………………….144 Apendix B: Interview Protocol………………………………………………………………....150 ix Apendix C: Audio Recordings Transcripts…………………………………………………….153 Apendix D: Researcher’s Journal Sample……………………………………………………...162 x List of Tables Table Page Participant Demographic Information………………………………………………………….63 xi Chapter One Introduction My interest in exploring daily narratives in
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