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Engaging Mexican Immigrant Families in Language and Literacy Interventions

Three Case Studies

Schwab Rehabilitation Hospital, Chicago, skumme1{at}uic.edu

Norma A. Lopez-Reyna

University of Illinois, Chicago

This article describes the experiences of three Mexican immigrant mothers and their young children who were participating in early intervention speech-language therapy. Mother interviews, children’s therapy files, observation field notes, and parent journals contributed to the construction of instrumental case studies. Highlighting the potential for collaborative relationships, the authors describe how mothers’ concerns, understandings, and participation changed across intervention and how the clinician and mothers developed shared goals and informed one another. The case studies portray mothers’ beliefs about language and literacy development, perceptions of their children’s abilities, and the mother—child relationship around speech-language therapy. Based on these beliefs and perceptions, avenues for the increased engagement of Mexican immigrant families in their children’s early language and literacy opportunities are suggested.

Key Words: Hispanic • Mexican immigrant • parental participation • mothers’ beliefs • language disorders • emergent literacy • early intervention • speech-language therapy

This version was published on November 1, 2009

Remedial and Special Education, Vol. 30, No. 6, 330-343 (2009)
DOI: 10.1177/0741932508321014


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