Date of Award

2026-08-01

Degree Name

Doctor of Philosophy

Department

Teaching, Learning and Culture

Advisor(s)

Katherine S. Mortimer

Second Advisor

Sarah J. Johnson

Abstract

Family language policy (FLP) research expands the understanding of how families' language ideologies, language management, and language practices shape children's bilingual development. However, limited research has examined these processes among transfronterizo families living along the U.S.-México border. This qualitative narrative inquiry explores how transfronterizo families describe and negotiate their family language policies and how these policies relate to their experiences in the borderland, including their relationships with schools. Guided by family language policy and borderlands theory, this dissertation employs Seidman's (2006) three-interview series with five transfronterizo mothers raising children enrolled in dual language programs in the El Paso, Texas, region. Narrative data is analyzed thematically to examine participants' language ideologies, language management, language practices, educational aspirations, and experiences navigating the social, cultural, and linguistic realities of the border. The findings indicate that family language policies are shaped by the dynamic interaction of bilingualism, cultural identity, educational goals, and the everyday realities of living between two countries, two languages, and two educational systems. Participants describe home language practices as an important, though often unrecognized, form of parental involvement that supports their children's education. These findings speak to the notion of "fenómeno frontera," which captures how the unique border context influences family language policy and parents' educational decision-making. This dissertation extends family language policy literature by centering the experiences of transfronterizo families and contributes to research on bilingual education in its portrayal of the rich and goal-driven language practices of Latinx families at the U.S. and México borderlands. The findings have implications for educators and schools seeking to recognize and build upon the linguistic and cultural resources that border families bring to their children's education.

Language

en

Provenance

Received from ProQuest

File Size

259 p.

File Format

application/pdf

Rights Holder

Alejandra Sanmiguel-Lopez

Download

Share

COinS