Texas Association of Chicanos in Higher Education Noticiario Noticiario_Summer2017 | Page 15

My Mother’s Language History: Lenguaje de la Familia
By Amanda Cordova, Doctoral Fellow
to ensure we are academically and professionally moving forward. With the example of her
neighborhood teacher she internalized the importance of building a strong foundation for
children to be confident in their language ability, and with the passing of her mother she knew
the true importance of being economically viable as an English speaker. She viewed language as
a way to help her family; to become a contributing member in helping take care of the basic
needs of the family. In essence her language history was formed in collectivism or “la Familia.”
It is no surprise then, when she retired she moved to San Antonio to help take care
of her grandkids while her daughter returned to school. With the end of her working life, she
has returned to the roots of her language attending a Baptist, Mexican church where she is
heavily involved in fellowship with other Spanish speakers and ensuring the success of the
church. Her English is now a source of help to the children who do not speak Spanish, but
attend bible school with her, where they can learn in English. Her language journey has come
full circle, always guided by the love and interests of her family, but at the heart will always be
el Espanol, la cultura de la familia.
References
Callahan, R. & Gándara, P. (2014). The bilingual advantage: Language, literacy, and the US labor
market (2014). Multilingual Matters.
Gandara, P. C., & Hopkins, M. (2010). Forbidden language: English learners and restrictive
language policies. New York: Teachers College Press.
McCarty, T. L., Romero-Little, M. E., & Zepeda, O. (2006). Native American youth discourses on
language shift and retention: Ideological cross- currents and their implications for
Reader submission by:
Amanda Cordova
Doctoral Fellow
Educational Leadership & Policy Studies program
University of Texas at San Antonio
15