The Perspectives and Experiences of Families from Mexican Immigrant Backgrounds with Collaborative Project-based Learning in their Children’s Bilingual Classroom

Datos Bibliográficos

ID12763574
AutoresAdriana Alvarez (0000-0001-9735-4021, University of Colorado Denver, autor de correspondencia)
Año2021
Volumen22
Número3
Páginas1192-1207
Fecha de publicación2021-07-06
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Latinos and Education (JOURNAL)
Identificadores de la revistaISSN: 1532-771X • E-ISSN: 1534-8431
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15348431.2021.1935257
OpenAlexW3177803200
IdiomaEN
Citas recibidas2
Referencias citadas44

This qualitative study examined the perspectives and experiences of seven focal families from Mexican immigrant backgrounds that participated in collaborative project-based learning in their children’s bilingual classroom. Projects centered on children’s experiential knowledge, and were created bilingually . Findings indicate that parents perceived project-based learning as an uncommon practice at the school. This perspective was also accompanied by parents’ memories of their own schooling experiences in Mexico with project-based learning, often contrasting them with reductionist tasks their children receive. Parents attributed value when projects fostered their children’s agency and interests, which led to their excitement and shared engagement. However, such unfamiliarity also caused anxious feelings of uncertainty regarding how to start, the desire for examples, and time restrictions. Implications discuss opportunities for an organic and inclusive approach toward project-based learning that integrates families' linguistic, cultural, and experiential knowledge

Agency (philosophy · Bilingual education · Experiential learning · Feeling · Immigration · Pedagogy · Perspective (graphical · Social science · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Parental Involvement in Education · Psychology · Social Psychology