Acceso usuarios
Sarah N. Newcomer, Kelly Puzio
Drawing from an ethnographic study of how one school community negotiates English-only policy in Arizona, we investigated how a bilingual community of practice was established at one school. Integral to establishing this bilingual community was the mobilization of Spanish-speaking families in the school's daily life and operation. This school–parent mutual engagement cultivated feelings of confianza, or trust, between educators and families, and ultimately facilitated the use of parent waivers to opt out of the state's mandated English-only program. Implications include the significance of establishing bilingual communities of practice and the need to engage the entire school community, especially families, in policy negotiation.
